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West Hempstead Weekly Update
January 2, 2024
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Long Island Water Quality STEM Challenge
Congratulations to Harpreet Kaur, Maya Flan, Vera Hametz, and Mr. Trupia for winning a grant in the Long Island Water Quality STEM Challenge!
The STEM Challenge is a highly competitive program that encourages students to explore real-world problems and develop innovative solutions using their knowledge and skills in science, technology, engineering, and mathematics. This year, our students dedicated countless hours to researching and developing a comprehensive plan to address the pressing issue of water quality in our region.
Their hard work and commitment have been recognized by the judging panel, and our school will receive a substantial grant to support the implementation of our proposed solution. This achievement is a testament to the exceptional talent and dedication of our students and the unwavering guidance of our dedicated faculty members.
I am incredibly proud of our students and teacher for their remarkable accomplishment. This recognition not only highlights the quality of our STEM education programs but also underscores our commitment to fostering a culture of innovation, critical thinking, and environmental stewardship within our district.
Our students proposed a rain garden and a tiered drainage system for a part of the school property that is prone to flooding from heavy rain.
VE and JVE Shine!
Our secondary school's VE and JVE students recently participated in a Long Island regional tradeshow at Lynbrook HS. This event holds significant importance as it precedes the upcoming International Trade Show at the Javitz Center in NYC next month. At the tradeshow, students had the valuable opportunity to refine their strategies and skills to enhance their respective firms' business plans. A special thanks to Ms. Gulisano and the teams! Each firm received an award, a testament to their students' hard work and dedication.
JVE - A Chef's Palette
"Gold" - Professionalism
VE - A Helping Hand
"Silver" - Best Booth Design
VE - At Your Service
"Gold" - Social Media
Congratulations to all!
Hat tip to Ms. Gulisano for the information and pictures.
Engagement in RamCountry
In his thought-provoking book, Who Owns the Learning?, educator Allan November challenges traditional models of teaching and learning. He argues that too often, teachers and schools take ownership over the learning process, dictating what students must learn and how they will learn it.
Instead, November advocates for giving students more agency and ownership over their education. When students have a voice in deciding what and how they want to learn, they become more invested, engaged, and self-motivated learners.
Some key ideas from November's book include:
- Moving away from teacher-led rote learning toward more student-driven project-based learning
- Giving students choices in the topics they study and how they demonstrate their knowledge
- Integrating technology as a tool for student creativity, collaboration, and self-directed learning
- Creating classroom cultures that promote risk-taking, questioning, and an entrepreneurial mindset
The central premise is that real, lasting learning happens when students take charge of their educational experience and pursue knowledge driven by their curiosity and passions. The role of the teacher shifts from lecturer to facilitator and coach.
While implementing a fully student-owned learning model requires innovative thinking, the potential benefits are significant. Students develop invaluable skills like problem-solving, critical thinking, self-management, and digital literacy. Perhaps most importantly, they cultivate a love of learning beyond their school years.
As #WHe continue to engage our students and prepare them for a rapidly changing world, the ideas in Who Owns the Learning? are worth exploring. After all, when students have ownership over their education, the possibilities for learning are endless.
AI - Assessment of Student Learning Is Broken
This comes from the article, Assessment of Student Learning Is Broken, and is part of a larger discussion #WHe have been having.
"Take an introductory writing class as an example. One instructor may not have an AI policy, another may have a “ban” in place and be using AI detection software, a third may love the technology and be requiring students to use it. These varied policies make the aggregated data as evidence of student learning worthless. The inconsistencies also complicate cross-sectional comparison to identify trends like failure rates or equity gaps. Currently, this data does not tell us anything about instruction or student learning."
I wonder...While varied grading policies across different sections of the same course can introduce complexities in data analysis and comparison, dismissing the entire dataset as worthless would be an overreaction. Even with differing AI policies, the core learning objectives and assessments for the course are likely to remain consistent, allowing for meaningful insights into student performance and learning outcomes. Additionally, these variations can provide opportunities for valuable research on the impact of different approaches to emerging technologies like AI in education.
Rather than discarding the data, a more constructive approach would be to account for these policy differences through careful data analysis and interpretation. Researchers and instructors can identify trends and make informed comparisons by analyzing the data based on the specific AI policies in place. Furthermore, this diversity of approaches can serve as a natural experiment, enabling educators to evaluate the effectiveness of various AI policies and their impact on student learning, equity, and engagement.
If we are going to rethink assessment in the AI age, how about...
#WHe rethink traditional assessment methods and explore new approaches that can effectively measure student learning while accounting for the potential use of AI tools. Here are some assessment ideas in an era of AI for education:
Process-based assessments: Rather than focusing solely on the final product, these assessments evaluate the process of problem-solving, critical thinking, and decision-making. Students could be required to document their thought processes, explain their reasoning, and demonstrate their understanding through interactive activities or presentations.
Collaborative projects: Assigning group projects that require teamwork, communication, and collaborative problem-solving can help assess skills that are difficult for AI to replicate effectively. These projects can mimic real-world scenarios and evaluate students' ability to work together, manage tasks, and integrate diverse perspectives.
Open-ended prompts: Instead of multiple-choice or short-answer questions, open-ended prompts that require students to synthesize information, develop original ideas, and construct well-reasoned arguments can be more challenging for AI to generate convincing responses.
Timed assessments: Introducing time constraints or conducting assessments in controlled environments can reduce the potential for AI assistance, as students would have limited opportunities to leverage AI tools during the assessment.
Oral examinations: Conducting oral examinations or interviews can provide insights into students' depth of understanding and ability to articulate their knowledge in real time, making it harder for AI to provide meaningful assistance.
Portfolio assessments: Evaluating a collection of student work over an extended period can provide a more comprehensive understanding of their learning progress, skills development, and ability to apply knowledge in various contexts.
Capstone projects or case studies: Complex, real-world scenarios or case studies that require students to integrate knowledge from multiple disciplines and apply critical thinking skills can be challenging for AI to replicate effectively.
Peer and self-assessments: Incorporating peer and self-assessment components can foster metacognitive skills, self-reflection, and a deeper understanding of the learning process while also encouraging accountability and ownership of one's work.
Some of this work sounds very familiar to what we are currently doing.
Computer-Based Testing
“The New York State Testing Program began transitioning to a computer-based testing model in 2016 when the New York State Alternate Assessment (NYSAA) started using Dynamic Learning Maps (DLM). DLM is a computer-delivered adaptive assessment measuring a student’s achievement of the ELA and mathematics learning standards at a reduced level of depth, breadth, and complexity. This assessment provides the opportunity to customize the assessment to the individual abilities and needs of the student, is designed to measure a wide range of proficiencies of students, is more efficient to administer and score, and provides useful information to teachers to inform future instruction for the student. The NYSAA Science transitioned to DLM in spring 2018.
The transition to computer-based testing for the Grades 3-8 English Language Arts (ELA) and Mathematics testing program began with optional participation in computer-based field tests in 2016. This was followed by optional participation in CBT in the spring operational tests in 2017 and schools have been provided the opportunity to choose their testing format since that time.” - Betty A. Rosa, Commissioner
Please click here for more information.
The Designing Learning framework is an educational approach #WHe uses to engage students and close the aspiration gap. The framework encompasses several key principles aimed at enhancing the learning experience for students and staff:
The Designing Learning framework consists of Connection Before Content, Acceleration not Remediation, Rethinking Success Criteria, Higher-Level Thinking, Student Agency, Authentic Work, and Technology Infusion.
#WHe
With "WHe" as our theme this year, #WHe are inspired to explore, discover, and achieve future wonders. Allow me to share some of the ways one could envision completing the idea of "WHe" throughout this remarkable journey:
- Wonder and Curiosity: Let us ignite a spark of wonder and curiosity in every aspect of our learning. Encouraging students and staff alike to question, explore, and seek knowledge beyond the ordinary.
- “WH”olistic Education: Emphasizing the growth of the whole individual – social, emotional, and academic. We aim to provide opportunities for personal development and well-being in addition to academic excellence.
- Empathy and Humanity: "WHe" stands for "We" as well, reminding us of our collective responsibility to foster empathy, compassion, and kindness. We will create a supportive and inclusive community where everyone feels valued.
- Waves of Change: As a theme, "WHe" also signifies the ever-changing tides of life. We will adapt to new challenges, embrace innovation, and be resilient in the face of uncertainty.
- Expressions of Art and Culture: "WHe" encompasses the essence of artistic and cultural expressions. We will celebrate creativity, appreciate diversity, and nurture talents in various forms.
- Wellness and Health: Prioritizing physical and mental health, creating a safe and nurturing environment where everyone can thrive and grow.
- Leadership and Collaboration: "WHe" represents collective wisdom and the power of collaboration. We will empower our students to be leaders in their own right while fostering teamwork and cooperation.
Habits of Mind
By Art Costa, Bena Kallick, and Allison Zmuda
There is a growing recognition that mastering subject-area knowledge alone will not be sufficient to prepare your children for their futures. They will need deliberate practice and focused attention to grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change. Habits of Mind are a universal framework for thinking and are as essential now as when we first introduced them 30 years ago. Habits of Mind are dispositions people use when confronted with problems and situations to which answers are not immediately apparent. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.
About Us
Email: drehman@whufsd.com
Website: www.whufsd.com
Location: 252 Chestnut Street, West Hempstead, NY,
Phone: 516-390-3000