From the fall 2009 Caller
AWARDS TO OUR TEACHERS
7th grade history teacher Paul Monheimer was awarded a Distinguished Fulbright Award in Teaching from the United States Department of State and the J. William Fulbright Foreign Scholarship Board to conduct research in Israel. He plans to spend the spring semester in Israel researching and creating meaningful virtual exchanges, using graphic software to overcome language barriers. . . . Upper School Spanish teacher Lauren Reggero-Toledano received a grant from the American Immigration Law Council to work with students on a project about the Hispanic presence in Oregon during the Great Depression and today. Students will create interactive, multimedia presentations for display at Teatro Milagro/Miracle Theater.
From the Fall 2009 Caller
By Paul Monheimer
Ten teachers attended our professional development day today. Seven also presented! Interestingly, all but two were from the Upper School. We followed a model in which teachers did all the presenting and led the group discussion, which led to an energizing day that focused squarely on teacher interests. Here is a summary of content covered.
Ginia King shared the sophomore English Moodle site, which is organized by type of assignment (tests, recitations, essays, etc.) instead of unit or week. Forum is more useful than chat for "decentered discussion." Encourages different voices to speak in the class. Art Leo reported that education research in modern language acquisition has found that success in written, online discourse has transferred to oral participation in class. Teachers differed on how firmly they held students to proper writing form, though people agreed on the desire to do so. The best tools allow one to print a single document from the discussion of the day. English teachers use the forum tool to set up a space where students may post essay drafts and other students may post replies and response papers. It can be difficult to compare three drafts of an essay posted to Moodle. Ginia reflected that students don't automatically think to check the website for course information. They appear to be more mindful of paper. Lisa and Daisy speculated that upcoming students will be more automatic about this due to online experiences in the younger grades.
Tony Stocks built on Ginia's presentation by showing the junior English Moodle site. He used one discussion forum for students to write and improve their questions in preparation for the upcoming Tracy Kidder assembly next week. The site uses the Moodle groups feature to keep section discussions separate. The site is most valuable to keep all of the drafts of the writing process in one place for the teacher and student to access. Can be a challenge for the kid who has a hard time staying on task, but teachers can help by monitoring computer use in the room.
Paul Dickinson commented that the English program may have led to students' higher comfort level with typing lab reports in science. While this has improved the quality of presentation, students are struggling to produce good diagrams in this format. This has led to a trend in which many students prefer to find an existing diagram and copy it into their document instead of drawing an original illustration. It's interesting that the use of Photoshop here is widespread, yet use of Illustrator is rare.
Lauren Reggero-Toledano shared a community service learning project with which her students are currently engaged. She won a small grant to fund this project, working with our development and communications departments to refine her proposal. Her class is creating an online presentation of the Hispanic presence in Oregon to complement a production at Portland's Miracle Theatre. Their project compares the Hispanic presence during the depression to the present day. The curriculum has evolved as opportunities have appeared to interview good subjects around town. They have found no interview subjects from the Depression era, but an author helped them understand that the lack of found information is useful information in itself. Contextualize this finding and move forward.
The theater director challenged the kids to make the site truly interactive. So far, they have decided to add a comment box to their website, in order to gather more stories. Also, students will be present at each performance in order to explain the project and potentially collect interviews on the spot! Students are collecting footage with Flip cameras, notwithstanding the lack of proper video lighting. The historical archives has commented that a serious deficit of raw material exists on this topic. The students' footage has the potential to become an important research source, especially if the site persists and continues to collect footage after the theater performances are over.
Students are using the course Moodle site to manage the project, including notes, interview forms, and links to web-based resources. The teacher has stepped back and left room for the students to plan and execute.
The class built and distributed a survey using our internal survey tool. They received 79 responses to a survey about Hispanic Heritage Month, including a giant collection of narrative comments, which were really useful in guiding their work.
Lisa Ellenberg shared new work she is doing with students to post book reviews into our Follett Destiny library catalog -- really exciting work. This has potential to change student perception of the library catalog from an external authority to a community resource. Already, fourth grade students are excited about adding items to this resource. They also rate the books on a five star system. We'd like to post audio reviews as well, and while Destiny may not support audio file playback, we may post them elsewhere and then post links to the catalog. Lisa also demonstrated how a teacher may create a public resource list of library items for students or other teachers to view.
Roberto Villa shared a long-distance correspondence between a Catlin Gabel alum in Quito, Ecuador, and Catlin Gabel students. Topics include poverty, energy consumption, and women's rights, among others. Spanish V students are using an online bulletin board for this purpose.
Roberto also underscored the value of his document camera, which he uses every day. It helps him save time and paper. Roberto uses it for flashcards, homework correction, and editing. Lauren has used it for coins and maps.
For two years, Roberto's Spanish V class has not used books. All of the resources are posted online. The Spanish I, II, and III textbooks have an online site that includes online activities and audio components. This has been especially valuable for students with learning differences or who want to slow down the audio to listen to it more slowly.
Pat Walsh demonstrated his use of the social format in Moodle courses, which transforms the course home page into a student discussion center. He also demonstrated the use of embedded images, YouTube videos, and RSS feeds within his course Moodle sites.
Dale Rawls showed how he uses the school website and email system to engage parents in narrative discussion about student artwork well before the semester reporting period. He posts photos of student illustration to the website and then sends an email message to parents with suggestions for what to discuss about the artwork with their children.
On one of the last sunny weekends of the Summer, a group of 14 Middle School students, accompanied by 6 Upper School student chaperones visited Bumblebee Organic Farms.
It was two days of fun, two days of laughing, a campfire beneath a harvest moon, a grape eating contest, amazing food, a pair of sheep (or were they goats?), tractors, barns, sleeping through an incredibly loud rainstorm, amazing farm-fresh pancakes, and learning about life on a small, organic farm.
We met at Catlin after Saturday morning's storms had passed and loaded into an activity bus. A drive toward the mouth of the Sandy river took us into Troutdale, home of Bumblebee Organic Farm. We played a couple of challenge and team-building games before we broke off into three teams (Wolf Pack, Inner Power, and Firebirds) to be farmers for the rest of the weekend.
We performed farm chores such as harvesting grapes and tomatoes, working rows of beans, and shucking corn before it was time for dinner: an amazing pasta and salad night from produce straight off the vine.
Some exciting campfire skits were a highlight of the evening before we tucked ourselves into cozy (and dry!) tents before a midnight rainstorm took us through the night. We woke up to clear skies and huge pancakes on Sunday and worked our way through a pumpkin patch before heading home in time to spend the rest of the weekend with our families. It was sad to see the trip come to an end, but we walked away as friends, having learned so much more about farming, and more connected to the food we eat.
- Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it.
- Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hands cleaners are also effective.
- Avoid touching your eyes, nose, or mouth. Germs spread that way.
- Try to avoid close contact with sick people.
- Influenza is thought to spread mainly person-to-person through coughing or sneezing of infected people.
- If you develop flu-like symptoms of fever, aches and pains, sore throat, coughing, trouble breathing, runny nose, or nausea, diarrhea, and vomiting, you should contact your health care provider. Your health care provider will determine whether influenza testing and treatment is needed.
Choose how you cruise
On this symbolic day, the Catlin Gabel community will join in an effort to empty the parking lot!
Choose how you cruise
- Carpool (link to carpool map)
- MAX or TriMet
- Ride the Catlin Gabel bus for free – one day only special
Beginning and Lower School parents: Ginny Malm has access to the online registration information so you don't need to call her if you sign up online by Thursday, October 7.
Welcome! I hope you are looking forward to the 2009-10 school year as much as I am. Some fabulous new students are joining us in all four divisions. I know that returning families will join me in welcoming our new community members.
We are proud to open with full enrollment. We were able to increase this year’s financial aid budget by 41 percent, which allowed us to keep our community together despite the recession. This is a real testament to our board members and their commitment to making financial aid a school priority. While we have never been frivolous spenders, faculty and staff worked hard to trim budgets without negatively affecting the academic and co-curricular programs. The school’s long-term financial health is in great shape.
To our parents: sending your child to Catlin Gabel is a big commitment, and we deeply appreciate the trust you have placed in us. Your child will have a great year in school. Your daughter or son will be enthusiastic about learning and will grow in ways you do not expect. Our extraordinary teachers, librarians, counselors, and support staff members will work side by side with students to make learning engaging and challenging.
Teachers and staff members were busy throughout the summer preparing for students to return. The much-needed new coat of paint on the Barn symbolizes our approach to education: honor our traditions while making things fresh and new. We launch the year fully invested in all our students’ success at school.
Catlin Gabel teachers are extraordinary, as exemplified this spring and summer by four faculty members who received honors of note. The United States Department of State and the J. William Fulbright Foreign Scholarship Board honored two teachers with awards: Paul Monheimer, 7th grade world cultures teacher, was awarded a Distinguished Fulbright Award in Teaching to conduct research in Israel spring semester, and Cindy Beals, Upper School math teacher, received a Fulbright Teacher Exchange grant to teach in Turkey for the 2009-10 academic year. I am pleased to welcome 6th grade math teacher Nagame (pronounced Nah may) Karamustafaoglu from Turkey, who came as part of the Fulbright Teacher Exchange. Upper School English teacher Nichole Tassoni attended a seminar on Dante in Italy this summer sponsored by the National Endowment for the Humanities. The American Immigration Council awarded Upper School Spanish teacher Lauren Reggero-Toledano a grant for her project, “The Hispanic Presence in Oregon During the Great Depression and Today.” Read more about the awards that speak to the excellence of our faculty in the “Congrats!” article.
As the 2009-10 school year begins, I invite you to join Upper School students and teachers in reading Mountains Beyond Mountains. We are fortunate and thrilled to welcome the author, Pulitzer Prize winner Tracy Kidder, to campus for this year’s Karl Jonske ’99 memorial lecture on Tuesday, October 13, at 11:30 a.m. in the Cabell Center Theater. You are all welcome to attend this special Upper School assembly.
I look forward to seeing everyone on campus again and finding out about your summer and your hopes for this new year. It’s going to be a great one!
Head of School
Send your kids to school on the Catlin Gabel bus! Riding the bus is good for the environment, reduces parking lot overcrowding, and saves you time and money.
The 2009-10 bus schedules are posted on the school web site on the Bus Service page in the Parents section.
Parents must print out, complete, and sign two 2009-10 required documents (Department of Education Regulations and Parent Guidelines) authorizing bus ridership for this year. The documents are posted as PDF files on the Bus Service page. Please return the completed documents to the administrative assistant in your child’s division.
The United States Department of State and the J. William Fulbright Foreign Scholarship Board announced recently that Paul Monheimer, 7th grade history teacher at Catlin Gabel, has been awarded a Distinguished Fulbright Award in Teaching to conduct research in Israel.
Monheimer will spend the spring semester researching how to create meaningful virtual exchanges that use graphic software to overcome language barriers. He will work with Israeli teachers, teacher colleges, and students.
Monheimer is currently attending orientation for the program in Washington, DC. "In the past 24 hours, I have spent time with some amazing teachers from Singapore, South Africa, Israel, and Argentina," he reports. "How can we enable teachers and students to communicate regularly with one another across the globe? There is no substitute for actually travelling in a country, but today's technology ought to allow folks to come pretty close."
The new Distinguished Fulbright Awards in Teaching will send 13 U.S. teachers abroad and bring 13 international teachers to the U.S. for a semester to pursue capstone projects, conduct research, take courses for professional development, and lead master classes or seminars for teachers and students. The program is open to teachers from Argentina, India, Israel, Finland, Singapore, South Africa, and the United States.
The Fulbright Program, America’s flagship international educational exchange program, is sponsored by the United States Department of State, Bureau of Educational and Cultural Affairs. Since its establishment in 1946 under legislation introduced by the late Senator J. William Fulbright of Arkansas, the Fulbright Program has provided approximately 294,000 people – 111,000 Americans who have studied, taught or researched abroad and 183,000 students, scholars and teachers from other countries who have engaged in similar activities in the United States – with the opportunity to observe each others' political, economic, educational, and cultural institutions, to exchange ideas and to embark on joint ventures of importance to the general welfare of the world's inhabitants. The program operates in over 155 countries worldwide.