AISJ Grade 8 Open House 2014-2015
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Transcript of AISJ Grade 8 Open House 2014-2015
I have a Masters of Science from
the University of Vermont and this
is my 24th year of teaching middle
school students (never a dull mo-
ment!). Over the years I have
taught science and math with some
design & technology as well. Most
of my career has been spent teach-
ing outside the US at five different
international schools and this is my
eighth year at AISJ.
Welcome To Grade 8
Meet the Team of Teachers
Steve Coia Science [email protected]
I am a native Canadian who
moved to Santa Monica, CA
after completing a Joint
Specialist in History and Political
Science at the University of
Toronto and my Masters in
Education at Niagara University,
NY. My first teaching experience
was at Santa Monica High
School where I taught American
and World History. My first
International Teaching place-
ment was at Brent School in
Manila. I have just moved from
Jakarta, Indonesia where I
taught Middle School Social
Studies at Jakarta International
School for four years as well as
being the Department Chair.
Chris Megaffin Social Studies/ELL [email protected]
Jillian Miller Language Arts [email protected]
I am a South African who has spent most of my life in Johan-nesburg. I completed my post-graduate studies in Psychology, and thereafter finished my teaching certification in Mathe-matics and Health. I found my way to AISJ in 2008. Initially, I worked in the academic support department in the High School and I am now beginning my sixth year teaching eighth grade math. I love teaching and I believe that Math is the backbone for most brilliant and beautiful creations in the world!
Jessica Roberts Math [email protected]
I am excited for my fifth year at AISJ
and my 12th year of teaching
middle school. Before arriving in
South Africa, I taught in Northern
Virginia. I am originally from
Pennsylvania where I earned my
B.A. in English from Allegheny Col-
lege and my M.A. in Reading
Education from Edinboro University
of Pennsylvania.
We believe that every student comes into 8th grade with his or her own set of unique characteristics and strengths. 8th grade is a transitional time and stu-dents are experiencing a lot of growth-physically, socially and academically. In our classes, we work to create engaging lessons that capitalize on the stu-dents’ diverse needs, interests and academic abilities. As an 8th grade team, we work together to create a strong support system that is essential in assisting in the academic and personal growth of all of our students.
We firmly believe that proactive three-way communication between the stu-
dent, parent and teacher is a vital aspect of student learning. Thus, students
are expected to approach teachers via email or during/outside class if they
have any questions. We also encourage parents to email us if there is anything
they wish to discuss. We love parents to be involved and wil do our best to
keep you informed so that you can share your knowledge and skills with us!
Final Site
An enormous amount of work over the break has gone into developing our new AISJ Virtual Learning Site. It’s our online class management and communi-cation system for students and parents to log onto the secure website to ac-cess our school portal. Teachers use the site to keep students and parents in-formed about teaching and learning that is taking place in the classroom. Calendars and announcements concerning whole school occasions, upcoming events and specific class information are easily accessible on a single dash-board page. In addition our new virtual learning environment allows students to safely collaborate and learn with others through blogging, discussion boards, submitting work to teachers via a Dropbox and commenting on the learning of others. It’s a great interactive learning tool and will help Middle School students stay organized.
To access AISJ’s virtual learning site go to: www.aisj-jhb.com
Our Philosophy
Our Expectations We have high expectations for all of our students keeping in mind they are still learning and developing their organizational and academic skills. We expect students to come to class prepared and ready to learn. We want them to take responsibility for their academic progress and understand that they will be held accountable for their actions. Most importantly, we want each of our stu-dents to be respectful to their peers, teachers, school and to themselves. It is through these expectations that we hope to create a positive and safe learning environment.
Communication
AISJ 2014-2015
8th Grade
Science Reporting Outcomes & Units
Reporting Outcomes
1. Knowledge and Understanding: structure and function, interaction and change
2. Scientific Inquiry: design & conduct scientific investigations, interpretation & use of
data
3. Application of Knowledge & Skills: real world connections
4. Communication & Presentation (trans-disciplinary):
Unit 1: Scientific Inquiry & Process
Explains the nature and process of scientific inquiry while developing lab report
writing skills
Unit 2: Energy
Explains and demonstrates the forms of energy and how energy is stored, trans-
formed and transferred
Unit 3: Atomic Structure, Periodic Table and Chemical Reactions
Describe the structure of atoms, understand and use the periodic table and make
connections to chemical reactions
Unit 4: Forces & Motion
Explain and demonstrate the characteristics of forces and motions, their interaction
and application
Unit 5: Genetics & Evolution
Explain and demonstrate understanding of heredity, genetic variation and the role
of environmental factors in the earth’s biodiversity and evolution of species
Standards Based Reporting
Students in the middle school will be assessed according to specific Learning Outcomes.
When a new unit begins, students will be made aware of the specific Learning Outcomes for
that particular unit as well as for any assignments that will be completed within the unit.
Feedback will be provided for each of the Learning Outcomes by using the performance de-
scriptors described below.
Middle School Descriptive Grading Criteria for Learning Outcomes
Exemplary
7
Consistently exceeds the learning outcome. Clear evidence of synthe-sis, analysis, and evaluation used with initiative, creativity and originality commonly demonstrated.
Advanced
6
Consistently meets and regularly exceeds the learning outcome by applying and/or extending the key concept, processes, or skills.
Proficient
5
Consistently meets the learning outcome by applying key concept, processes or skills. Is able to use higher application skills on oc-casion.
Satisfactory
4
Meets the learning outcome. Is able to apply required knowledge and skills effectively.
Approaching
3
Sometimes applies the key concept, processes, or skills, but incon-sistently meets the learning outcome.
Concern
2
The learning outcome is not fully or consistently met even with sup-port.
Unsatisfactory
1
Little effort made or unable to able to grasp the learning outcome.
I
Insufficient Evidence*
Insufficient evidence to make a valid and reliable judgment on achievement.
N/A
Non-Applicable* Learning outcome was not assessed
Approaches to Learning The middle school will be reporting on your child’s academic performance separately from their behavior, organization and work habits. Their work habits will be evaluated through an Approaches to Learning rubric and reported on the report card with their academic perfor-mance evaluations as well. As an 8th grade team we will continue to help our students grow academically as well as help them develop healthy work habits, organizational skills and proper behavior to make them successful in the years to come.
Middle School Approaches to Learning
Concern Approaching Proficient Exemplary
Takes owner-
ship for learning
Often disengaged, struggles
to contribute; requires con-
stant prompting.
Does not work to ability or
seek help.
Feedback and reflection are
not seen as a meaningful
strategy for growth.
Usually engaged, but contri-
butions are not always mean-
ingful.
Inconsistently works to ability
and seldom
Reflects upon growth and
feedback, often forgetting to
follow through on plans for
growth.
Consistently engaged and
provides contributions that
are beneficial for learning.
Strives to work to ability and
seeks help when needed.
Reflects upon growth and
feedback, following through
on future plans accordingly.
Engagement adds to the
depth and richness of learn-
ing.
Works to ability, seeks help
when needed, and helps
others gain a fuller under-
standing.
Self-motivated to reflect on
growth and feedback, seeks
opportunities for growth.
Contributes to
the learning
process
Class time is wasted by social-
izing with peers or off task
behaviors, hinders learning.
Attitude has a negative im-
pact on environment; apa-
thetic.
Usually on task, but occasion-
al behavior prevents others
from fully participating in
class.
Tries to have a positive atti-
tude, but does not always
support the learning environ-
ment.
Class time is used effectively;
behavior rarely prevents
others from fully participating
in class.
Attitude enhances individual
learning opportunities.
Class time is used effectively;
behavior enhances the learn-
ing environment.
Attitude enhances classroom
learning opportunities.
Cooperates and
interacts re-
spectfully with
others
Unwilling or unable to solve
interpersonal problems; may
be illogical or blame others,
or become violent or sarcas-
tic.
Often appears to be unfriend-
ly and negative; is reluctant
to work with others, has
difficulty cooperating.
Shows little regard for other
people or their ideas.
May try to solve interperson-
al problems and consider
others’ feelings, but often
needs support; may become
frustrated and blame others.
Is usually friendly, and if
asked, will cooperatively
work with others.
Accepts ideas from others.
Tries to solve interpersonal
problems calmly; often shows
empathy and considers oth-
ers’ perspectives.
Is routinely kind and friendly.
Cooperatively helps and
works with others, often
without prompting.
Accepts ideas from others
and allows self to learn from
peers.
Uses a repertoire of strate-
gies to deal with interper-
sonal problems; tries to be
logical and non-judgmental;
considers others’ feelings
and perspectives.
Is kind, friendly, helpful and
inclusive. Without
prompting finds opportuni-
ties to help and include
others.
Accepts ideas from others
and seeks opportunities to
learn from peers.
Practices self-
management
Poor organizational habits
causes student to be unpre-
pared and miss opportunities
to use time in class toward
learning.
Incomplete work prevents
student from participating in
current discussions or pro-
jects.
Poor time management inter-
feres with potential to be an
effective member of the
learning community.
Organizational habits occa-
sionally cause student to be
unprepared and miss oppor-
tunities to use time in class
toward learning.
Takes responsibility for in-
complete work, but often
needs to be prompted.
Time management issues are
infrequent but may cause
interruptions to the learning
environment.
Organizational habits contrib-
ute to being prepared and
using time effectively in class
toward learning.
Takes responsibility for in-
complete work, usually with-
out being prompted.
Time management issues are
infrequent and cause few
interruptions to the learning
environment.
Demonstrates exceptional
organizational habits.
Pro-actively responsible in
ensuring all work is complet-
ed as required.
Time management skills
enhance learning opportuni-
ties.
Social Studies Reporting Outcomes and Units
Students will be assessed on each unit according to the following Reporting Out-comes: Knowledge and Understanding—Demonstrates knowledge of subject matter
and comprehension of its meaning and significance. Application of Skills—Uses skills to make connections and transfer
knowledge within and between various contexts. Communication and Presentation—Applies a variety of skills to convey
meaning.
Within Class: Concept-Based & Inquiry-Based Pedagogy Project-Based Summative Assessments Focus on World History
Language Arts Reporting Outcomes and Units
Students will be assessed in all units according to the following Reporting Outcomes:
WRITING: Uses the writing process (draft, proof, edit, publish) and writing traits (ideas,
organization, voice, word choice, sentence fluency, conventions, and presentation) to write
for a range of purposes and audiences.
READING: Uses different skills and strategies to understand the meaning of a variety of
text.
ORAL & VISUAL COMMUNICATION: Speaks and conveys meaning effectively for a variety
of purposes and audiences.
Conflict:
Students will read and analyze short stories to determine the root of most literary conflict
Students will review major literary elements
Students will write and publish their own short-short story
Change:
Students will read and analyze dystopian novels/stories with a focus on characters, setting, and con-flict
Students will write an analytical essay with a focus on character Communication:
Students will read and analyze information texts and determine the best way information is commu-
nicated to a specific audience
Students will also explore the research process and communicate findings through a means that best
fits their purpose
Challenge:
Students will read and analyze non-fiction texts in which people experience or face challenges Students will write and publish a memoir that will focus on a challenge they’ve experienced Courage:
Students will read and analyze poems in which courage is expressed Students will be writing their own poems that will express their own or others experiences of courage INDEPENDENT READING: Students will be expected to read an independent text each night for at least 30-45 minutes or aim to read 180 minutes a week. Students have a free choice in what they read for independent reading, but very often they are guid-ed in their decisions. They will be keeping track of their reading through the use of a reading log. At times, other texts will take precedents of a student independent book, but the expectation of nightly reading will remain.
Math 8
Both Math 8 and Math 8 Enriched address the same learning units and reporting outcomes.
Reporting Outcomes:
1. Concepts and Procedures: Performs mathematical procedures with accuracy.
2. Problem Solving: Identifies known and unknown entities in a task, selects the
best strategy to solve the problem, and checks the solution for reasonableness.
3. Communication and Application: (assessed as one learning outcome, though
two parts to this)
Communication: Explains and/or justifies mathematical thoughts/ideas/
solutions in a clear and logical manner; both written and orally.
Application: Makes connections and sees patterns between different mathe-
matical processes, real world scenarios; and can transfer skills to unfamiliar
situations.
Topics of Study:
Unit 1: Integer Exponents and Scientific Notation
Unit 2: The Concept of Congruence
Unit 3: Similarity
Unit 4: Linear Equations
Unit 5: Examples of Functions from Geometry
Unit 6: Linear Functions
Unit 7: Introduction to Irrational Numbers Using Geometry