tag:blogger.com,1999:blog-86338330869639787932024-03-13T23:15:46.917-07:00Sorenson's Ranch SchoolSorenson's Ranch School is a therapeutic boarding school or residential treatment center. At Sorenson's Ranch troubled youth learn the necessary life skills to help them succeed in life. Sorenson's Ranch combines a unique mixture of education, therapy, and real life skills to help troubled teens achieve success in their lives.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.comBlogger70125tag:blogger.com,1999:blog-8633833086963978793.post-28701387299017856902023-06-18T08:07:00.007-07:002023-06-18T10:55:26.625-07:00Students need Financial Literacy skillsRecently in a discussion with a student about his future beyond high school, he commented about the Personal Finances/ Financial Literacy class. The student indicated of all the classes he had taken at Sorenson’s Ranch School, he believed Financial Literacy was the most beneficial.
Research has indicated that students who have access to quality financial education will have better financial outcomes as an adult. Students learn how to spend and save wisely, showing them a way to living with less debt and a higher quality of life.
Our Financial Literacy class at Sorenson’s Ranch School can help our students understand the concepts of how they can reach their individual goals. Students learn about making career decisions, money management, and financial security. Students also learn about credit, resource management, risk management and insurance.
When students move forward in life, they may reflect on how the Financial Literacy concepts can help them understand compound interest, the cost of borrowing money and the way to grow savings or investments. It may help them identify and then reach financial goals.
I believe Financial Literacy has been taken for granted in the past, but now more states are starting to see the importance of financial skills and are passing legislation that requires students to have Financial Literacy as part of graduation requirements. Financial Literacy only makes sense since money affects every aspect of an individual’s life. If we don’t teach our students about money and the economy, how can we expect them to manage their own money as they become adults?
In my opinion, it is dangerous to our youth to take the next steps in life without understanding the function of money and how to manage credit and risk. At Sorenson’s Ranch School we have a class that helps our students understand these concepts so much better. It helps them transition into independent living which is coming quickly in their future.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-38593513531484339362022-05-11T07:41:00.000-07:002022-05-11T07:41:08.754-07:00Gamification to Increase Student MotivationI love games, perhaps maybe even a little too much. Not only did competition take place every day with my siblings growing up, but some of my best memories of games include those that took place during school. I will never forget winning one event in particular—the Utah Bee. It was an exciting competition throughout fourth grade between different classes in my area. It tested our knowledge of everything about Utah. So I guess when I started teaching English and Spanish at Sorenson’s Ranch School, I naturally looked to see ways I could add healthy competition into the activities. I have tried many different things in hopes of improving engagement. It can be hard to find the perfect activity that matches the content with something that interests the learner. In addition, some students may feel left out or bored if they do not know a lot about a specific topic. Admittedly, for various reasons, I have not done as well as I had hoped in creating a classroom that regularly uses student gameplay. In any regard, I believe that when I can effectively weave components of games into learning, students increase their participation, motivation, and social skills. a
One aspect of class where I have tried to include games is during our daily starter. In English, our “Gotcha Grammar” accompanies a challenge to see who can be the first to complete the corrections needed. It adds a bit of excitement, and it helps kids into their seats to do schoolwork at the beginning of class. It also helps captivate students who maybe would not usually do the starter or be a disruption. Ultimately, I found these little grammar games are most effective when there is something to win. A small treat has done wonders in helping students give their absolute best effort. It naturally creates an environment where students look to work together to find an answer.
Another occasion I have tried to add movement and fun activities is near the end of class. Researchers analyzing the average teenager's attention span, do not appear to be unanimous in their research. But, I believe that if a student can achieve roughly thirty-five minutes of studying, they deserve to have some fun. I have tried to include fun activities that have a Language Arts twist. One game is where we take a ball and play hot potato, but in this version, each student has to come up with a part of speech and not repeat what has already been said. If we are playing with verbs, one student may catch the ball and yell "to run," and the next student may catch the ball and yell "to fly" until a new verb is not thought of or repeats itself. In that case, the student leaves the game. Most students like playing these games at the end of the class, as it is a relief from studying and other stressors. It also creates a sense of community among the students and builds relationships.
Teaching Spanish at Sorenson’s Ranch School has also brought many opportunities to engage students in fun activities. One lesson which I thought did well to motivate students was “Simon Says” or “Simon dice”. In this classic game, students follow the orders but with the newly learned Spanish vocabulary. Again, it has some goal resulting in a prize, like the last one standing gets a sucker. A game like this is great because it is familiar to everyone and can bridge the gap between languages. It also requires a lot of physical movement, which works as a great brain break and engages the kinesthetic learners in the room.
Overall, gamification is a tool that creates a vibrant class culture and suits my teaching style.
Classroom instruction should include a variety of methods to engage all types of learners. One of my challenges now is to find ways to motivate those students who perhaps are not as excited about competing over school topics. The question is if I am doing everything possible to get as many students participating and motivated as possible. It is a never-ending quest, but the more I connect school topics with the love of the game, the more motivation learners can find to succeed.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-66198126291847673572022-05-10T12:14:00.004-07:002022-05-10T12:14:29.104-07:00March HappeningsThe middle school is starting new classes for the second half of the school year here at Sorenson’s Ranch. We finished Modern History and are moving into Geography. We also finished Our Nation/Utah History and are moving into the Careers class. We are continuing with PE and Math that are full year classes.
Geography is the first and second class of the day. The students are curious about what to expect from the class. We did a pretest to see how familiar the students are with Geography. Some of the students know a lot about it and some need to learn more. We will be discussing the different areas of Geography here at Sorenson’s Ranch throughout the next 6 months. The students will be designing maps to show countries, cities, topographical and political maps.
The other new class that we are starting at Sorenson’s Ranch is Careers. The students will learn all of the different aspects of finding a career. We started the class with an interest survey to help them decide what career they will do well in. Students will learn about what the job entails, salary, availability by area, and other details about different careers that may be of interest to them. They will learn how to present themselves during the interviewing process.
During Math class we have been working on several different concepts. Some of the students have been learning about graphing, others have been working with solving inequalities. We will also incorporate worksheets that are based around St. Patrick’s Day. At Sorenson’s Ranch there are different ways that Math can be approached. Each student has individual ways of learning and the concepts are adapted to real world situations when possible in order to make them more understandable.
Here at Sorenson’s Ranch we use a lot of adaptive learning approaches in order to help each student become successful. Peer tutoring, one on one tutoring, group learning among other approaches are being used on a daily basis.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-22329920303746319492022-05-10T12:12:00.004-07:002022-05-10T12:12:37.318-07:00Social skills training, in a therapeutic boarding school.Sorensons ranch has recently undergone a change in the program that encourages positive reinforcement, teaches social skills, and gives responsibility to students to acknowledge how to improve behavior.
Where points were mostly used as a negative consequence to correct behavior, the emphasis on the new program is recognizing positive behavior and awarding points accordingly, when negative behaviors must be addressed, students are given the option of recognizing how they could improve and minimizing point loss. This makes every staff and teacher a partner of the therapist, and encourages all interaction to tie back to the therapy.
Positive reinforcement increases an individual’s tendency to adopt a new practice over time.
This conditioning method has gained popularity over other operant conditionings, because it creates a positive learning environment preferred by therapists, staff, and teachers in the classroom.
Students are also encouraged to do behavioral role play, which involves practicing new skills during therapy in simulated situations.
Social skills training is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations.
As staff and students readjust to a different way of helping clients the effectiveness of the program will continue to improve.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-32251298600249568222022-05-10T12:10:00.000-07:002022-05-10T12:10:23.265-07:00Introduction to Business and Financial LiteracyOften Sorenson’s Ranch School (SRS) students complain that business and financial literacy classes are hard and not required in their home state, but taking the classes in high school can give students a competitive advantage in the college admission process. If college is not in the student’s futures, at least business and financial literacy classes give them an understanding of the function of commerce in society and a basis for becoming better employees and citizens of their communities.
In Addition to expanding students’ knowledge about business, entrepreneurship, and personal finance, these classes teach students many crucial life skills, including leadership and time management. Using this foundation to build on, SRS students begin to understand how personal financial responsibility will touch all aspects of their lives. Business classes introduce students to what it takes to make it in the business world. We are introducing information students can use to help them decide what they are going to do with their future.
With changing regulations in society, children today are not given the opportunity to work and learn with hands on experience as did past generations. Today’s children have been immersed in technology and crave interaction in a different manner than past generations. As our society and business adapts to an ever-changing world, these students will become the new business leaders. Business and finance classes at SRS give students those first steps, and insights about what to do next in life. If students decide continuing education is not for them, SRS can still give them the basics necessary for everyday life, no matter what path they choose to take.
High schoolers’ hardly know what direction to go, or what skills to build on when they are getting ready to go to college. If we start teaching them skills in high school, they will have a better understanding of the path they can take for the future. By teaching SRS students solid life skills, we are helping all of our futures.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-13263655425526425892020-06-02T08:45:00.000-07:002020-06-02T08:45:23.251-07:00Sorenson’s Ranch Student MotivationAt Sorenson’s Ranch, teachers try to keep students active and engaged. Active students learn more and do better in the classroom. We recognize the importance of motivation, and we work hard to celebrate student progress.
Teachers choose assignments that allow students to use their creativity. When possible, we allow students to pick their own genre—such as reports, poems, creative writing stories, or plays—when assigning a topic. Students are able to choose their own theme when creating computer programs. Many CTE classes allow students to create their own topics for projects. We want them to take pride in their work and this helps them buy-in to assignments stay more motivated.
Teachers pride themselves on being open-minded rather than judgmental. We try to make it clear that we are here to help students succeed, respecting student efforts. Teachers try to share an observation or ask questions without criticizing. Teachers provide feedback geared toward student success. Student are more engaged and learn better when they exercise choice, feel important, receive accurate and timely feedback, and know that they can be successful. Feedback, not pressures of low grades, leads to better performance. After relearning material, students have the opportunity to redo assignments to get to mastery level. This creates a feeling of success which helps with motivation.
Students come to us with different abilities. Teachers create lessons for everyone—taking into consideration the different ability levels. Teachers try to provide feedback to students promptly, frequently, and efficiently. Accommodations, like more time or reduced workload are implemented for students where needed. Students need to see a direct connection between their effort, a response from their teacher, and work completion. We work with students individually to get students to graduation or to grade completion. sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-127619631476934202020-04-13T08:34:00.002-07:002020-04-13T08:34:48.733-07:00Safety is an essential part of learning.Students need to feel safe in their environment in order to learn. If a person is worried about getting beat up - physically or verbally, that person cannot open his or her mind to effectively put things into long term memory. Effective teaching requires that teachers create an atmosphere in the classroom where students are free to ask questions without fear of being made fun of or being made to feel stupid.
The tapestry of life is woven from discovery and memory. From the moment of birth, we are exposed to a continuous flow of sensory experience — sight, sound, smell, taste and touch. Our remarkable brain takes the images and sounds, the feelings, scents, and tastes of each moment and creates an internal representation of the external world. In the beginning of life, all is new: each experience is a first. Each image, melody, scent, and caress bathes the newborn's brain in data as it attempts to organize and make sense of this world. Over time, we create memories, and we learn.
Learning is fun when it is curiosity driven. In the words of one of my former students whom I refer to as “the great philosopher Ned”, “Math only sucks until you get it.” The difference between a student “getting it” or just trying to survive by memorizing enough information to pass the test is whether the learning is curiosity based or fear based. It comes back to safety in the classroom.
The fear response is essential to the health of the human brain and body. Under threat of any kind — hunger, thirst, pain, shame, confusion, or too much input coming in too fast — we respond in ways to keep ourselves safe. When the fear response is triggered, our minds will focus only on the information that is, at that moment, important for survival. Fear kills curiosity and inhibits exploration.
Hear at SRS, most of my students come into my classes with math anxiety: a fear of math (and the experience of learning math in a group) which requires that they never ask a question which could expose them to an uncomfortable social experience, and a fear that I will find out just how much they don’t know. To combat this self-imposed barrier to effective learning, I tell them about what I call the “basic agreement.” This agreement stipulates that I will do my best to teach them from where they are at any given moment. As a result, they don’t need to pretend to know things they don’t know, and if they ask a question, I will do my best to answer it in a way they can understand without editorializing about when they should have learned it and how many times it has been explained before. Their responsibility is that they will do their best to learn. This means asking questions to help me learn how they learn. Once I know how they learn, I can teach in a way that allows them to understand and remember.
All of us can vividly recall a situation (perhaps many) when a teacher reviled a student with words like, “How many times to I have to tell you?” or “You should have learned this in 1st grade.” The anxiety is present in students of all subjects, not just math, and teachers play the dominant role in creating physically and emotionally safe places for students to learn. I find that after the initial “I hate you” phase, students who receive consequences for aggressive behavior toward peers quickly become champions of protecting other students from aggression.
Here are some key behaviors I try to use in creating a safe classroom here at SRS:
• Maintain a clean, organized classroom.
All people feel safer and more comfortable in a clean organized classroom
• Be the same teacher yesterday, today, and tomorrow.
Follow through on promises. Be consistent in discipline
• Be kind, and let students know you care.
I chose this profession to make a difference, and I want my students to know that I care about the long term effects of my teaching. I want to my students see higher goals for themselves and help them believe in their abilities by helping them master challenging tasks.
• Protect students from misbehavior.
Always follow through on discipline for students that threaten others. Demonstrate that you care enough about not to allow bullying, triggering, coercion, or intimidation.
These behaviors can help students overcome learning anxieties in any classroom environment, but they work particularly well among our population at SRSsorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-36621173264179893952020-03-31T09:53:00.002-07:002020-03-31T09:53:41.841-07:00Mastery Learning at Sorenson’s Ranch SchoolSorenson’s Ranch School uses mastery learning which enables students to move forward at their own pace as they master knowledge, skills, and concepts. Effective implementation completely changes how students learn, how teachers teach, and how schools work. Mastery learning transforms how Sorenson’s Ranch School develops curricula and how learning is measured, as well as how teachers are trained. Mastery learning as a concept and even as an instructional practice is not new. It has been around since the 1960s. We use it to better enable our students to be successful on an individual basis. It allows us to individualize classwork for each individual student. Our classes are student paced, teacher guided which has worked very well for us at Sorenson’s Ranch School.
Mastery learning entails the concept that all teachers can teach and all students can learn. At our school we believe using this concept, all students can be taught to learn excellently. Each student controls the delivery and flow of their classes and learn independently adapting the curriculum to fit their needs. We believe in a personalized method of instruction to meet all student’s needs. Typically, most students are more successful with this learning model. Students learn at a faster rate and learn more. At SRS, we believe this model is perfect for our students. Students who have not done well with the traditional lecture classroom, often thrive in mastery learning. The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. As students may be out for group therapy or discipline, they can successfully come back into the classroom, pick up where they left off, and continue progressing.
The mastery learning method divides subject matter into units that have preset objectives or unit expectations. Students, alone or in groups, work through each unit in an organized fashion. Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussions Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. This gives students the opportunity to be successful. Pier tutoring is an important part of this model of learning. When students help other students, it solidifies the learning for the tutor and teaches the one being tutored. We believe students will feel successful, move quickly, and complete their education. We strongly believe that all students should get the high school diploma. We are committed to push students to achieve this goal. For students who struggle, we adapt curriculum to fit their needs yet still getting credit for them and having them learn. We enjoy working with students and seeing success in all students. We are happy to report that we have a high graduation rate. We are very successful in placing students after completing their education. Teachers, therapists, and case managers use this learning model to get results getting the student to graduate.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-23529385451335757452020-03-30T09:34:00.000-07:002020-03-30T09:34:27.217-07:00Growth and Change“A bend in the road is not the end of the road… Unless you fail to make the turn.” This is a quote in the lobby of the school at Sorenson’s Ranch School. The only true “constant” in life is change. Sometimes we willingly choose to change our circumstances, such as when we search out new job opportunities or love interests or go on diets for better health. Sometimes change is thrust upon us because of things beyond our control: natural disasters, accidents, loss of employment, sickness, disease, death, or even through consequences of our actions or the actions of others. Despite the means by which change finds its way into our lives, we have control of our mindset. As our circumstances and opportunities change, whether by our own decisions or by factors beyond our control, it is ultimately an individual choice as to how we will respond to these changes.
Most people fear change whether or not the change will bring positive rewards. People are creatures of habit, and it is easy to get “stuck in the bend” rather than moving forward to greater things at the end of the road. This is due to our mindset during these times of change. Even if we are willingly making a change, if our mindset is not 100 percent focused on the end result being positive, we often get de-railed and wonder why we made the decision to make a change in the first place. However, the opposite is also true. If someone is positive and optimistic during times of duress and unanticipated change, things most often turn out for the better.
Everything in life starts with mindset (i.e., how people they think about themselves and the world around them, and how they adapt to the constant changes going on in life). Positive mindset is the foundation of success and happiness. Research shows that successful people have a “growth” mindset. This means that they believe that every day can be better than the day before. They know that even little changes can add up to make big changes over time. That realize that if they do make a mistake, it’s okay. They know that direction is more important than speed.
It’s natural and healthy to experience a wide range of thoughts and feelings, including less pleasant ones like disappointment, sadness, or guilt. There are no wrong thoughts-some thoughts just don’t serve people as well as others. A person’s brain is a very powerful tool. The human brain has the amazing ability to change and adapt by forming and eliminating connections between cells (neurons). The more a person practices using positive self-talk and having a “growth mindset”, the better he/she will get at it. At Sorenson’s Ranch, students are given the opportunity to embrace every day with a positive, growth mindset. No matter how bad yesterday was, today is a new day.
As is common in everyday life, students sometimes get stuck in the bend of the road and fail to make the turn for a while. They fail to recognize the greater adventure that awaits them on a more positive road ahead.. However, with time to practice and support from staff, most successfully navigate the changes that come while attending the ranch
Change is the most common, yet most overlooked force in this world. Though it is feared by many, it brings with it great opportunity. No matter the changes that arise in our lives, with a little perspective and a growth mindset every change brought into our lives can ultimately empower, inspire, and direct us on a path that will lead to individual success. Do not fear those bends in your road. They are NOT the end of the road, but an opportunity to learn more, see more, and do more along the journey.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-69439431477716535962020-03-27T09:11:00.000-07:002020-03-27T09:11:24.584-07:00Academics at Sorenson’s Ranch Sorenson’s Ranch School is a fully accredited high school found in a pristine valley in the Fishlake National Forest. Students can complete their high school graduation requirements and receive a high school diploma. Sorenson’s Ranch School prepares students to go directly into the workforce, go on to college, or finish a vocational training. Sorenson’s Ranch School accommodates students who struggle, average students, or accelerated students. Sorenson’s has recently added new CTE classes including Business Management, Sports & Entertainment Marketing, Photography and Customer Service. Other elective classes include Child Development, Adults Roles and Responsibilities, and Keyboarding for middle school students. Students can actually be prepared for entrance into the workforce or for entrance into college. Some online college courses may be available for students. Students are given chances for career exploration in the CTE courses. . We can help students form realistic and reachable career, personal, and educational goals. This does not imply that the goals are not challenging. The most motivating goals are those that are within our reach if we use some effort. Only someone who knows a student well and cares about his or her well-being will be able to help that student form reachable goals. Students do not attain reachable goals on their own. Like any of us, students are more likely to move ahead when they know that there is a path to get there. We here at Sorenson’s Ranch School help with the path
Sorenson’s supports an independent study format. Students are able to finish their high school courses independently and at their own pace. Students may work at a slower pace if they are IEP students or move at a faster pace. We provide teens with a lot of guidance in a more restrictive environment to help them successfully navigate the adolescent years. We provide surroundings that abolish many of the distractions and triggers that accompany a public school education. We have a low student to teacher ratio and students are able to know what is expected of them. They are better able to predict their own consequences if they break the rules. In addition, the more one-on-one time your teen gets with trusted and experienced instructors and counselors, the more likely he is to get his individual needs met and become a disciplined and mature individual.
One of the limitations of our educational structure is that relationships with teachers, especially in secondary school, may be caring, but they are not easy to sustain. Yet at-risk youth need relationships that are both caring and stable. They need to build a sense of trust and have the time to communicate the difficulty, obstructions, and positive aspects of their lives in and out of school.
All Utah High School graduation requirements are met here at Sorenson’s and students graduate with a regular high school diploma. Sorenson’s Ranch School is a mastery school. Students are required to reach mastery or 80 percent before passing classes. Teachers work with students on an individual and personal basis. Sorenson’s Ranch has small class sizes with low teacher to student ratio.
Students are expected to be respectful to teachers and staff at all times. They are taught discipline and respect to teachers, staff, and fellow students. Students are required to listen and follow instructions. Students will learn behavior management in the classroom. Principal, teachers and school staff develop a personal education plan for each student. Students are monitored closely by teachers and are able to learn at their own pace in a safe, secure environment. Credits are made up if students are behind in credits for graduation.
At Sorenson’s Ranch we recognize the difficulty of trying a new path and both prepare students for obstacles and support them when they run into problems. This can be highly challenging, as some of the students' flawed actions may violate school rules or perhaps even legal boundaries. We handle such cases individually and with sensitive judgment. We incorporate engaging settings in the school that permit students to experience a sense of belonging and pride.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-87879053792410020312020-03-25T06:25:00.002-07:002020-03-25T06:25:12.573-07:00Incorporating Multiple Senses to Increase Learner RetentionHave you ever read a book or article and after finishing, can’t remember exactly what you read? Sometimes you might even catch yourself drifting while reading and then go back and reread a paragraph or two. Or while watching a movie, we might drift off and miss something important that was said or done, and we’ll rewind it to see what we missed. I’m sure most of us have done so at one point or another. The point is, if we’re not actively engaged in what we are reading, hearing, or seeing, most media goes in one ear (or eye) and out the other.
According to William Glasser, students retain or remember only:
10% of what they read,
20% of what they hear,
30% of what they see,
50% of what they see and hear,
70% of what they discuss with others,
80% of what they experience by doing, and
90% of what they teach to others.
Combine this with the idea of multiple learning styles (eg. Audio. Visual, Tactile, and Reading/Writing) and it might seem like a daunting task for teachers to find that perfect circumstance in order to increase student chances for learning and, ultimately, their retention. This is especially true in today’s multimedia-saturated society where it is difficult for educators to compete for our students’ attention. As teachers, we need to have a myriad of teaching strategies in our bag of tricks.
An additional hurdle that teachers face at Sorenson’s Ranch School is the fact that students have to do at least part of their work independently. A teacher could also have several students working on different subjects in the same class. Additionally, students in the same class may be separated by their skill-levels/ abilities, and the majority of SRS students have an IEP (Individual Education Plan). Meeting all of our students’ educational needs here at SRS can be difficult. However, one strategy that can be incorporated in the classroom to address these difficulties is the use of videos.
I have supplemented my World History classes and Geography classes with a variety of films. There are several excellent documentaries available on-line. Yes, I do get some moans and groans from students when I say the word “documentary”, but for the most part, once they start watching, most students are fully engaged: making comments, asking questions, and participating in classroom discussions. It is rare to get through an entire film without pausing to engage in such discussions.
We also watch “made-for-Hollywood” movies. It’s always a good idea to preview the films for historical accuracy, appropriateness, and I also jot down notes of important information or vocabulary that may need clarification. Having a worksheet to go with the video greatly increases student involvement. I have occasionally found some suitable worksheets on-line or created my own. After watching certain movies, some students have wanted to research the topic further and have created posters, slide presentations, and/or a written report which was then presented to the rest of the class.
By incorporating worksheets and class discussions with watching films, teachers can reach the audio learners, visual learners, and read/write learners. We are also increasing the percentage points of retention on Glasser’s chart. When students choose to do projects, which are then presented (taught) to the class, retention increases immensely. Active engagement in learning is critical to students’ success. Using the visual arts medium is one method to accomplish this outcome.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-45406694720809410192020-03-23T09:13:00.002-07:002020-03-23T09:13:29.237-07:00Math Instruction is Multi-dimensional When you program a computer, you tell it exactly what to do. If it is programmed correctly, it follows the instructions perfectly and gets answers quickly and accurately. When it is done, it has no idea what it did, why it did it, or what the answers mean. Students are not computers; therefore, they should not be programed. They should be taught. Teaching involves more than the memorization of facts and formulas. True teaching requires that students understand the reasons for the process, what the answers mean, why they’re important, and what they enable the students to do. Getting the right answer is the beginning, not the end.
Learning is an exercise in individuality. Students learn at different speeds and have different levels of comprehension. The student who learns the fastest is not always the student who learns the best. A good teacher realizes the importance of individualizing instruction and the value of reaching out to the student who puts forth his/her best effort but doesn’t pick up a concept as fast as some of the others, while continuing to challenging those who master concepts quickly. Finding out where a student is on the ladder of knowledge and giving assignments that take him/her forward from there should be a priority. The green zone can be used to define learning that is challenging but doable. The black zone can be defined as containing concepts which are already mastered. Working in the black zone is usually not a good use of time. The red zone defines that work which is beyond the student’s ability. Working in the red zone feels like banging your head against the wall. Consistent focused effort in the green zone is how we learn and progress best. In the long run, a student who has to work harder to learn a concept will come out ahead of someone who learns quickly and forgets quickly.
A comfortable and enjoyable atmosphere in the classroom is important to effective learning. The students will reflect the attitude of the teacher. If the teacher enjoys the subject and feels that it is important, then the students are more likely to enjoy the subject and feel that it is important. Students should be encouraged to ask pertinent questions and be complimented for doing so. Students’ questions are not an interruption of a teacher’s presentation, but an essential part of the two-way communication that must take place as students learn. If a student asks a question that has already been answered, and the teacher takes the time to go over the answer again, positively and patiently, it sends the message that student understanding is important, and that even intelligent people don’t always pick up on everything the first time.
See it, hear it, write it down, and then ask questions until you understand. The best way for students to assimilate knowledge is through a variety of mental stimuli. Seeing, hearing and writing are all different paths to the brain. In the math department at Sorenson’s Ranch School, we use a variety of mediums on math instruction in an effort to engage multiple learning pathways. Students who are taught using all three paths will experience better comprehension and retention than those taught through only one. sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-12161819632565952032020-03-20T08:01:00.003-07:002020-03-20T08:01:58.874-07:00Following academic plansMy name is Tina Somers, Special Ed. Director/teacher here at Sorenson’s Ranch School. In the course of our jobs at the ranch, we strive to do our very best to help every child reach his/her maximum learning potential. We serve all types of students with all types of learning issues including 504 plans, IEP’s, and emotional disturbances. We have our share of over-achievers as well.
We, as school staff, work together to insure that each student is receiving the appropriate interventions and proper modifications so that we can optimize his/her learning experience.
If your student comes to the ranch with an Individualized Educational Plan (IEP), we follow each goal and modification as outlined in the document you signed at your local school. We work with your home school district when it is time for renewal of the IEP or if/when additional testing must be done. We offer a one-on-one tutor, modified curriculum, and a quiet place to work where your student can concentrate and get extra help. We also provide an Academic Completion Program (ACP) which allows students age 17+ to have extra time to complete their work. We discuss the students’ learning issues in a weekly staff meeting in order keep everyone current on student needs and progress.
We have had many successes with the students in the academic portion of the ranch program, and have graduated hundreds of students over the years with an accredited high school diploma. Our goal is to be sure we help every child in the best way possible and to try everything we have to help them achieve their academic goals.
Feel free to contact us if you have any questions or concerns.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-32660311559449330292020-03-19T07:38:00.000-07:002020-03-19T07:38:04.187-07:00Technology and one-on-one teaching in the small classroomAt Sorenson’s Ranch School, I have come to the realization that one-on-one teaching, combined with technology in the classroom, enhances the learning process immensely. One of my responsibilities here at the school is teaching Spanish. I use a special Spanish compact disc that helps with speaking and pronouncing words correctly. Students are able to hear Spanish being spoken by a native speaker as they also follow along in a booklet. After using this CD and booklet, I then work with the student one-on-one, hearing him/her speak and correcting anything that is mispronounced.
This really gives me an advantage in reaching and teaching each student. It also greatly enhances the students’ mastery of the skills necessary to properly speak Spanish. One on one teaching helps me really understand the needs of each student. Because of the nature of our facility, our clientele face different issues and individual struggles in understanding concepts. One-on-one instruction allows me to modify in accordance with their learning challenges. This pays off in increased comprehension and higher test scores. I love the feeling of watching the eyes of a student light up after he/she has mastered a new concept!
My students frequently mention how much they enjoy the small class sizes here at SRS. They say that they often felt lost in the crowd in previous schools when attending classes with thirty or more students per class. It has been a true privilege to continue to try to change student lives here at Sorenson’s Ranch School. By continuing to refine our use of technology, take advantage of our small class sizes, and use one-on-one teaching whenever possible, I believe we are on the correct path to changing student lives. Trying to make a difference in a the life of a child is why I keep teaching.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-43670032158587597282016-04-25T11:48:00.000-07:002016-04-25T11:48:12.829-07:00Recreational Education At Sorenson’s Ranch School we understand that all learning does not take place in the classroom. We approach education with a more holistic perspective. We strive to expose our students to a wide variety of activities that they may or may not have participated in before. Some examples are: camping, fishing, cooking, hiking/exploring, horseback riding, ranch work and participation in organized sports leagues. Our staff routinely take groups of our students, who qualify by meeting behavior goals, off campus to participate in these activities.
We see these activities as being beneficial for our students in a variety of ways. Just taken at face value, exposing our students to new activities, broadens their minds and thought processes in positive ways. When students become better acquainted with the world around them, they see and tend to think of all things differently. Many students find activities that specifically and even intimately appeal to them. Participation in these activities serves as a motivator to improve some of the behavior problems they may have exhibited in the past.
These activities are natural and healing. Typical young people of similar ages participate in many of these activities outside of this concentrated setting. Outdoor activities are often lower stress in nature and allow our students to think and feel positively. Replacing old habits and thought processes with new activities has proven to be effective in helping our students “heal” from past experiences that have been less than appropriate or successful.
Hands on learning opportunities seem to be the most successful for our students. Learning by doing allows our students to learn through all of the senses, which helps them to assimilate or “digest” the information and then remember the things they learn. Students are able to learn where they can see, hear, feel, smell, and in some cases taste, things in their immediate environment. Learning by doing also allows our students to create some positive memories with peers they can relate to, and to learn that there are positive things you can do with “leisure” time.
It should be noted that at Sorenson’s Ranch School classroom education is important to us. We have a fully accredited high school on site, and our campus is conducive to learning. Our educational faculty occasionally add field trips to the classroom experience to better help our students understand what they learn. Our mission, through a variety of means, is to help our students understand where they are with regard to grade level expectations and to experience academic success, in many cases for the first time in their lives.
Ross Franks
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-1904425500108430652016-04-25T11:43:00.000-07:002016-04-25T11:43:42.357-07:00Commissioners Art FairIn the month of April, Sevier County, which includes Salina, Richfield, and Monroe, as well as other small towns in the surrounding area, held an art contest for the Commissioners’ Art Fair at Snow College, Richfield Campus. I asked the students at Sorenson’s Ranch if they would like to participate, and there ended up being 35 participants from our school alone. In the whole county, there were over 350 participants. Four students from the ranch were chosen winners out of twenty-four overall winners. YAY!!!!
Each student who won was given his/her own printed poster and a prize of $5.00 each. Donny Somers and I took fourteen boys and girls to the college to see the Art Fair. There were many different types of art, and the students got to vote on their favorite piece. The art work was produced by persons ranging in age from age three to age eighty. There were oil paintings, pastels, photography, pencil, watercolor, crayon, sculpture and anything else you can imagine.
There are four art classes offered at Sorenson’s Ranch School: Art 1, Art 2, and Art 3 for the High school students; and a middle school art class. The kids in high school get a lot more in-depth and use all kinds of different mediums. The middle school students stick to basic skills to prepare them for high school.
It is really important to encourage art in the students. Art fosters imagination, thought, and new skills. Some of the students think they don’t have talent, but when they find the right medium, they do amazing work. Next year we will again enter their art pieces in the Commissioners’ Art Fair to and see if they can win some more ribbons.
After the fair, we took the kids to Ideal Dairy in Richfield, and they got to order slush with soft vanilla ice cream on top. They said they had never tried it before...only in Utah.
Tina Somers
Director of Special Education
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-72525636161252417132015-07-29T12:47:00.002-07:002015-07-29T12:47:53.327-07:00Class ObjectivesAs faculty members at Sorenson’s Ranch School we are working on revising the written objectives for each course we offer. We start by reviewing the state core standards for each content area and then add what we think is appropriate for our typical students. We know that we work with a unique group of students, and our goal is to provide the best educational experience possible for each one. Our class objectives will be based on state requirements and our experience with students of the past, as well as best practices for students who have or probably should have an IEP for some accommodations in their education.
Our class objectives will help us consistently cover important information on each topic, and be flexible enough to meet the needs of our diverse students. We use a variety of instructional strategies and assessments allowing our students to demonstrate proficiency in different ways. One method we use for assessment is portfolios, which allows students to collect samples of proficient work under the direction of their teacher.
Class objectives are important because they drive all of the components of the educational process. We teach our students the things we want them to know, we assess what they are learning through both formative and summative strategies, and we evaluate ourselves all based on our objectives. We use the information we gather to plan, modify, and assess future instruction. Deciding what we want our students to remember from all of the information covered helps us to organize our efforts, and it helps our students with retention of the information. Most of our students struggle with retention of information. By organizing and constantly assessing, we are able to help our students with these types of issues. We realize that having objectives is not a guarantee of performance or learning, but as I mentioned before, it serves to organize the process.
There are a lot of things covered in every class at Sorenson’s Ranch School, enough to overwhelm the average student. Taking the time to create and organize what we want our students to learn during the time that we get to work with them helps us to better serve their needs.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-63259725136095979472015-02-25T09:20:00.000-08:002015-02-25T09:20:05.169-08:00Technology in EducationComputer Technology is an important part of classroom instruction. It is something that is more and more a part of the workplace that we are preparing our students to enter. However, there is a false assumption in education that more advanced technology in the classroom will somehow equate to better learning outcomes. There is no substitute for a good teacher in the educational process.
There are many computer-related skills that can be taught to students to prepare them for the workplace. Among these are basic computer concepts, typing, word processing, spreadsheets, and presentations. At Sorenson’s Ranch School, students are taught typing in middle school classes, and the remainder in a high-school computer technology class. This requirement for graduation is not all that students need to know with regard to computer technology, but it gives them most of the basics on what employers will be looking for in a career-track position. (Donaldson)
For purposes of the program at Sorenson’s Ranch School, the students are not allowed to access the internet, except to complete online college courses from BYU Independent Study. Each internet address the students are allowed to access must first be approved by the administrator of the computer network. Social networking sites are strictly prohibited from access. In addition, the students are not allowed to use email. Parents of Sorenson’s Ranch School students can email the school which can then be passed on to the students, but students must write letters to their parents if they want to send mail.
The computer technology course I teach here at Sorenson’s Ranch School includes a chapter on information technology essentials, in which students learn the basics of computer hardware and software. There is also a section of the course that allows students that have no personal computer experience the opportunity to learn how the Windows 7 operating system works. The remainder of the course teaches students the Microsoft Office Suite of software. This gives the students the experience and skill development in word processing, spreadsheets, and presentations that employers are looking for in their human resources. (Donaldson) The students use each of these programs individually, which is important. Then they are allowed the opportunity to integrate the programs to be able to put objects from Word, or Excel into a Power Point presentation, for example. This integration is a level above what the basic education in the Microsoft Office Suite includes. This should make success in the workplace or at the university level an easy transition for students.
Some legislators have proposed introduction of tablets, or other technology into the hands of every student. This is a course that has a high cost, but results are mixed. At Sorenson’s Ranch School, the technology is kept in the classroom, and learning about technology is structured. When students return home, they are able to have parents guide them through emails, internet usage, and social media.
The basics are taught at Sorenson’s Ranch School to give students the skills needed to succeed in the workplace when they are finished with their academic studies.
Works Cited
Donaldson, C. (n.d.). The Top Ten Tech Skills Your Child Needs Now. Retrieved 2 20, 2015, from Education.com: <a href="http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/?page=2http://">http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/?page=2
</a>
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-71033803237358355062015-02-11T10:09:00.000-08:002015-02-11T10:09:06.108-08:00TABE Adaptive Testing at Sorenson's Ranch SchoolOne of the principal aims of the accreditation process is identifying with some clarity the strengths and weaknesses of the school being evaluated for accreditation. Areas of strength are identified as “powerful practices” and commended in the final report. Areas needing improvement are also identified so that efforts toward school improvement can be focused and effective. Corrective measures aimed at improvement in those areas must be addressed in a report to the accreditation commission via AdvancED twenty four months after the date of the school evaluation.
The primary area of focus for Sorenson’s Ranch School during this accreditation cycle is the establishment of a comprehensive assessment system which will allow us to quantify, to a much greater degree than we ever have, the progress that students make academically while they are with us. As one component of this goal, we have instituted semi-annual testing of the entire student body using TABE Adaptive. TABE stands for Test of Adult Basic Education. For years TABE has been a very reliable and widely used instrument for assessing academic achievement in adult education programs across the nation.
Due to increased demand for a reliable test that could be used for students aged twelve to eighteen, the developers of TABE, McGraw-Hill, normed a version of the test for use with this younger population. In addition, the test was formatted for administration on-line, and TABE Adaptive was born. The word “adaptive” in the title indicates that the on-line test adjusts future questions based on the responses given by the student. For example, if a student misses two questions in a row, the testing software will make next question easier. If a student continues to get correct answers, the software will increase the difficulty of the ensuing questions until the student answers incorrectly. Through this process of making the questions harder or easier based on student performance, the grade level equivalent of the test subject can be more accurately determined than was ever possible with a paper-and-pencil test.
TABE Adaptive results are given as a scaled score and as a grade equivalent (GE) score. Scaled scores are useful for comparison to previous and subsequent test administrations, but do not mean much in isolation. GE scores are also useful for comparison, but because they indicate a grade level, they are also instructive when used alone. For example, a student may earn a GE score of 9.2 which indicates that the student’s performance is equal to what would be expected from an average student in the second month of the ninth grade. Students are tested on reading, language usage, mathematics computation, and applied mathematics. A score is computed for each subtest, and a composite score is computed for total math and the entire battery.
The bottom line for SRS is that we now have a highly accurate way to determine the academic performance of our students when they arrive and at sixth month intervals while they attend our school. New arrivals are given TABE Adaptive within about a month of their arrival and are then tested with the rest of the students every March and September until they discharge from our facility. We will use the data generated from testing to adjust our curriculum and teaching practices to better serve our students’ needs.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-92170675925636815902015-01-14T10:13:00.000-08:002015-01-14T10:13:24.009-08:00Developing Critical Thinking SkillsAs students prepare to leave Sorenson's Ranch School, they will enter a world of complexity and change. Some students will go on to enroll in higher education and some students will be on their own, lacking outside support. These students will most likely work in several different career areas and hold many different jobs. Some of our many goals at Sorenson's Ranch are to help the student to develop a base of knowledge and to acquire the skills they need to solve complex problems and make difficult decisions. We try to help instill in them critical thinking skills.
Critical thinking means that the student is progressing beyond memorizing or temporarily recalling information. It requires them to apply what they know about the subject matter for a particular problem. It also requires them to use common sense and experience during the process. Creative thinking is required during problem solving to discover all the reasonable choices, consequences and supporting arguments. During this process, out of the ordinary ideas and views outside the obvious are sough out. As we teach critical thinking in the classroom, it can be accomplished with basic activities. Some of these activities such as debating group discussions have been very useful and a great way to engage students in thinking critically when making decisions that will affect their futures.
It is our goal at Sorenson's Ranch School to develop as many skills as possible to enable our students in making positive decisions and helping them to experience success.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-14170974601728639902014-10-14T08:37:00.000-07:002014-10-14T08:37:19.642-07:00What Messages Are You Sending?An interesting question was once posed to a group of mathematics and science teachers at a conference that I was attending. “What do your students think is important to you?” This became the topic of much discussion and reflective thinking as teachers pondered what they truly communicated to their students by their words and actions in the classroom. Some teachers thought about the time they spent making sure that students work is organized, written legibly, and turned in to the correct location. Others admitted that neatness was not as important as correct answers and that they were not as concerned about student work being well organized. Many different thoughts were shared within the group, but the central theme of the discussion was that students’ attitudes reflect the attitudes modeled by teachers and parents.
Parents and teachers are the most significant figures in a child’s education. We pass on many of our attitudes, intentionally or not, to children in our care. These may be good or bad attitudes and we may not even realize how these attitudes are being transmitted. Consider what your response is when your child seeks help with a math problem. Do you take a quick glance and tell your child that you have been out of school too long and don’t remember how to solve the problem? Do you tell him/her that you don’t know because you didn’t have to do that math in school? Do you sit down with your student(s) to search the textbook or other resources and persist until you both understand the concept? What is your attitude toward homework? What is your attitude about your student’s grades? Do they understand that you feel it important that they do well? Do you feel that it is important to be on time? When confronted with situations such as those name above, our actions transmit, and in turn transfer, our attitudes toward various subjects. If you aren’t willing to try to solve a problem that your child is being asked to solve, you may be communicating that you do not feel it is important to persist until you understand the concept. The look on your face may show that you feel that the task is painful or unimportant.
In an interesting study, researchers found that college students preparing to become elementary school teachers had the highest levels of mathematics anxiety in comparison to all other college majors. Most of these students will soon become teachers who spend the minimum amount of time required on mathematics content and do so without enthusiasm. This attitude is communicated to their students and, coupled with less-than-enthusiastic attitudes displayed by parents, may become detrimental to mathematics skills development.
Another attitude that seems to be more and more prevalent in American schools is that all school work should be easy. In a recent study that compared Japanese, German, and American students researchers found that while Japanese and German students expect math and science classes to be difficult and to require a significant amount of time and effort to gain proficiency, American students felt that these courses should be simple and take no more than a short time to complete. If the class wasn’t “fun,” or if the students didn’t “get” the concept immediately, it was perceived to be the fault of the teacher. These attitudes work against many of the principles driving education. Persistence in solving problems, employing a variety of strategies, and other educational goals are undermined by this attitude.
One of the biggest challenges that we face at Sorenson’s Ranch School is overcoming this tendency for students to want everything to be “fun” and “easy.” Our competency-based advancement requires initiative and persistence on the part of our students. Many struggle with these aspects as they begin their stay with us. Over time, particularly as they get closer to graduation, initiative and persistence become more a part of our students’ daily endeavors. Without exception, those students who become better at self-motivation and persistance, do better as they re-integrate into their families, schools, and jobs post-SRS.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-88468178812865764322014-08-14T11:26:00.000-07:002014-08-14T11:26:09.162-07:00Professional Learning CommunitiesProfessional Learning Communities (PLC’s) have been a hot topic in education for at least the last decade. Everyone seems to have an opinion about what they are, how they are supposed to function, and what they are supposed to accomplish. Here at Sorenson’s Ranch School, we have realized that even though our best efforts have always been exerted toward helping our students learn academic curricula as well as more appropriate strategies for living, without a formal structure and dedicated time to focus on specified goals, the real purposes of PLC’s are not accomplished. In short, effective PLC’s don’t just happen. They must be planned and monitored for success to follow.
What exactly is a PLC? A PLC is a group of individuals who want to learn to be better at what they do. Any type of business can benefit from the formation of PLC’s, but because of the isolated nature of what teachers do (we almost never teach in front of our colleagues), PLC’s can be particularly effective in education. Simply put, PLC’s provide a venue for teachers to talk about the nuts and bolts of educating. Research has shown that when teachers get together and talk about the craft of teaching – what works and what doesn’t in various classroom environments – teaching improves.
How is a PLC supposed to function? A PLC meeting is not a time to discuss disruptive student behaviors, plan faculty parties, or work out the details of scheduling conflicts. All of these issues are valid and appropriate topics for discussion at the proper time and place, but PLC meetings must focus on a narrower set of topics. We must ask and answer the right questions in order to have our PLC meeting time be as productive as possible. What is it, exactly, that we want our students to learn? Can we coordinate our teaching such that concepts learned in one class are reinforced in another class? What, precisely, are we going to do if we begin to see evidence that our students are not learning the things we have agreed upon as critical? Questions such as these tend to focus educators’ attention and concentrate their efforts on actions that directly benefit students.
What should we expect to accomplish through the formation and use of a PLC? The answer to this question will vary depending on the environment in which the PLC is formed. In education, the effects of a properly functioning PLC should be observed in measurable ways such as increases in student test scores, increases in graduation rates, and increases in the number of students pursuing education beyond high school. By using data to track student performance, teachers are able to see if their efforts in PLC meetings are yielding the results they want.
Because of the nature of our student body, Sorenson’s Ranch School teachers have a specialized set of challenges. Our PLC meetings help us to focus our efforts on those teaching strategies that will allow us to optimize the learning of our students while they attend our school despite whatever unique circumstances may have hampered their progress in the past.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-10277027245431134582014-08-12T15:53:00.000-07:002014-08-12T15:53:35.517-07:00Mastery Learning at Sorenson's RanchAt Sorenson’s Ranch School we use Mastery learning, which is a process where students are allowed to use a personalized process for learning. Students are encouraged to reflect on elements of the curriculum as they are exposed to them and then integrate these things, enhancing what they already know. Mastery learning tends to be a more effective option for moderate to lower functioning students who struggle to keep up in a traditional class setting. Students are allowed to complete assigned work over a period of time, while often having to maintain minimal benchmarks of completion.
Mastery learning is also generally more versatile in a students’ ability to demonstrate mastery of a topic or concept. Instructional concepts as well as assessments are usually varied so that students can “display” their knowledge in a variety of ways. Portfolios, drawings, papers, posters and other projects are examples of alternative assessments. Master learning affords the student the ability to, often by requirement, rework assignments and assessments until they demonstrate satisfactory levels of comprehension and can therefore move on to additional concepts and/or material. Mastery learning is the preferred method of academic instruction in non-traditional, or special purpose schools. This type of instruction is more accommodating for institutions with an open-entry, open-exit type of enrollment.
One of the challenges we face with the use of mastery learning is motivation. The concept and premise of mastery learning seems noble enough, but students are obviously more effective if they are motivated to take advantage of what can often be a slower process of learning. Students’ who are moderate to lower functioning academically, can quickly become lazy about learning and use the slower process as an excuse for why they “can’t learn”. This is usually due to the student putting off assignments that need to be completed until they do not have sufficient time, and/or desire to finish. It can come from the student lacking the necessary desire to complete the assigned work. It can stem from past academic failures or old habits that the student feels may get them out of some of the required work. It also however, can come from an honest inability to understand concepts or the ability to attach new learning to information that was previously learned.
I think it is safe to say that that mastery learning could also be termed “patient learning” as it allows for a more personal process for learning. There are of course, both problems and benefits of this type of learning. When not properly utilized students can actually fall farther behind their peers in academic instruction with mastery learning in a given time period. When applied properly mastery learning provides a viable option for many students who find it hard to keep up with the normal academic flow or time table of a traditional school setting. Mastery learning can boost the confidence of some students who have historically demonstrated difficulties in learning, further motivating them to want to learn.
At Sorenson’s Ranch School we have learned that Mastery learning is a good fit for the students we enroll in our program. We feel that this type of learning is adaptable by our teachers to meet the various academic needs of our diverse student body. We are most often able to help students catch up to appropriate grade level instruction and experience general academic success, which many of our students have not had in the past.sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-61613837857266511092014-05-29T12:12:00.001-07:002014-05-29T12:12:28.824-07:00Language Arts At Sorenson's Ranch School
The Language Arts classes at Sorenson’s Ranch School are continuing to follow the Common Core curriculum as they learn how to become better writers through use of the writing process and the Six Traits of Writing. By understanding the efficacy of each step of the writing process, students continue to strengthen their ability to plan, write, revise, and publish content-rich, thoughtful essays. During this process, students focus on the Six Traits of writing so that their writing becomes more focused to a specific purpose and provides excellent reasoning backed by research. The Common Core is addressed as students:
1. Learn to develop good writing habits through frequent reading and writing.
2. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
6. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0tag:blogger.com,1999:blog-8633833086963978793.post-72049435127552816172014-03-31T10:05:00.000-07:002014-03-31T10:05:14.360-07:00Mind Mapping for Research and NotesThere are several different methods for taking notes. In college, this author used the Harvard method almost exclusively. This author hadn’t learned any other methods for taking notes, and it seemed to work okay. Usually when taking notes, people end up with pages of detail on each specific sub-topic. However, there is not any overall picture of how these bits of information fit together in the main topic or with each other. This article will discuss a method for taking notes that will overcome this shortcoming of traditional note taking.
This form of taking notes is called Mind Mapping, Concept Mapping, Spray Diagrams, or Spider Diagrams. Note: “Mind Map” is a trademark of the Buzan Organization (www.buzan.com). There is no association between Sorenson’s Ranch School and Buzan. Mind Maps were developed by Tony Buzan. They are useful for brainstorming, summarizing, consolidating, studying, memorizing, and thinking through information.
Drawing a mind map is simple. Write the main topic in the center of a page, and circle it. Then, draw lines out from the main topic and write sub-topics on the lines. More detail can be added to the sub-topics by drawing further lines out from the primary sub-topics.
Effective mind maps can be drawn by using single words/simple phrases, printing words, using colors to differentiate separate ideas from one another, and linking sub-topics with lines to show relationships between them.
Working as a teacher in a high school/middle school environment such as Sorenson’s Ranch School makes Mind Mapping especially useful to help students who don’t organize information well. This method of note taking makes a huge improvement in retention of information and reduces frustration with learning about subjects in classes, in this author’s experience.
Mind maps generally take up one side of one page, and are meant to make associations, as well as generate new ideas. Students can also add to a mind map once new information is discovered on the topic. So, start with a new subject you are interested in researching, and start mind mapping.
sorensonsranchhttp://www.blogger.com/profile/15193376979751115988noreply@blogger.com0