Students Are Expected to Be Life-Long Learners
 

Student Learning Expectations - SLEs - are expectations that our students should know, understand, value, and be able to do by the time they graduate from St. Louise School. These 12 SLEs comprise four categories important to the development of a well-rounded student: an active Christian; a life-long learner; a well-balanced individual; and a community member. Each month, one or two different SLEs are focused on school-wide until the 12 expectations are covered by the end of the school year. 

February's Student Learning Expectation focused on throughout the school was:

• #2.1:  "A St. Louise student is a life-long learner who demonstrates a solid academic foundation while using problem solving techniques, technology, critical thinking, and study skills.

Seventh graders demonstrated a solid academic foundation while using problem solving techniques, technology, critical thinking and study skills in Mr. Weiss's social studies classes.  The 7th graders worked on a long unit studying westward expansion, where they blended historical research with art. First, they completed an in-depth research paper on a self-selected topic related to westward expansion. Then, students expanded on their research by brainstorming, drafting, and eventually creating a mural which depicts a concept from their research. Students picked their design and did further research to find inspiration from other artists and photographers who have illustrated and depicted similar themes. To make their mural, students utilized technology including the internet, Microsoft Office (Word, PowerPoint, Teams), a lightbox (thanks to Mrs. Walker in the art room), computer projectors, and Smartboards. Along with their mural, the 7th graders also generated possible test questions based on their research topic and background knowledge of the historical concepts. Mr. Weiss's comprehensive assignment required students to generate 12 questions on all six levels of Bloom's Taxonomy, thus hitting the various depths of knowledge within their subject. This clearly illustrated the students' ability to think critically about their topics. From there, each class, 7A and 7B, created their own test of 20 questions that covered a variety of topics, based on the research of the members of that class. They demonstrated their study skills by creating, completing, and reviewing their class study guides as well as helping one another learn more about each other's topics through discussions and summarizing each other's research papers. The murals will be displayed on the second floor soon, so go upstairs and take a look at their work. The time, effort, and creativity put in by the 7th graders on this assignment truly demonstrates their strong academic foundation in social studies and art.

The 3rd grade classes achieved this month's SLE of being a life-long learner in a variety of ways. First, both Mrs. Berlin's and Miss Etter's students are now using the laptop computers in math as a way of integrating math practice with our curriculum and technology. Originally, 3B students taught 3A students how to operate these, but now 3A students are able to work on assignments independently, as shown in the photo below.

Secondly, these students use problem solving strategies daily in math when working on solving multi-step word problems and have also started problem solving in religion class in reference to Lent. The teachers have been asking the students questions such as, "How can you earn money for Rice Bowl?", "What is a way you can demonstrate almsgiving?", and "What are some things you can fast from that damage your relationship with God?" The 3rd graders have had to problem solve on an individual level. Additionally, the 3A and 3B students have been demonstrating their study skills by learning how to prioritize their time when working on their monthly book reviews and preparing at home for daily timed multiplication tests. They also showed critical thinking during a language arts unit when they learned about both George Washington and Abraham Lincoln. Students researched important facts about the lives of these men and put together a timeline with some important events in their lives. Then, the 3rd graders had to critically decide which information they would include in a longer writing piece on one of the presidents, as not all of the information would be able to be included. As you can see, the 3rd graders have been busy!

Also in 3rd grade, but upstairs in Mrs. Wood's reading room, her 3rd grade reading students practiced using problem solving and critical thinking skills while reading Ramona Quimby, Age 8.  As they read a chapter in this novel independently, each student used "sticky notes" to stick under a word of which they didn't know the meaning or couldn't pronounce. They also put the sticky notes under words that cause them to have a reaction to a passage or that made a connection to something in their own lives.  Then, as Mrs. Woods discussed that chapter with the class as a whole, they shared these words they found difficult, or that caused reactions or connections.  This focus on difficult or important words helped the 3rd graders delve deeper into the text, and helped them with metacognition. 

Mrs. Patterson's 6th graders wrote self-reflection papers on how each of them each a life-long learner who demonstrates a solid academic foundation while using problem solving techniques, technology, critical thinking, and study skills. Sixth grader Lauren wrote, "We have used problem solving techniques during our novel unit by using context clues to figure out a word we didn't know. I used technology in computer class when learning to code. I have used critical thinking when solving real-world math problems, such as finding out the price of an item including taxes."

Mrs. Walker's latest art project with her 7th grade classes was a group project that began with each student sketching a wooden drawing manikin from observation. They then combined their work with other group members to make the art interact across the pages. The 7th graders then used chalk pastels to illustrate form and showcase blending on their art. See the example below.

These 7th grade students are building upon their art foundation when they learn new techniques and skills in class, and they are drawing upon other skills like math to help with drawing a manikin in proportion. They also must use problem solving to work together and compromise on how their drawing will span across the pages. Students experienced the use of technology through their flat-panel-display presentation of the lesson.  Critical thinking was used when they had to place manikins together in an interesting composition and while deciding on what colors to use to create a strong color story on their work. This project is in the process of being displayed by Mrs. Walker in the hallway outside the art room, so please come upstairs to view it. 

In Dr. Cole's recent 6th grade computer classes, her students were life-long learner demonstrating a solid academic foundation when they learned the various commands of Scratch block coding.  The 6th graders found they could choose characters called Sprites and program them to move, speak, change appearance, and even disappear.  One of the practice lessons involved debugging a pre-existing Scratch program.  Sixth graders had to use critical thinking and problem solving skills to determine which command was missing or which commands were out of order.  In a later lesson, student partners used their creativity to design their own short action scenes with two Sprites.   They had to rethink and redesign the program commands often to successfully make the Sprites perform their planned scene. 

As we move into March, the focus schoolwide will be on two new Student Learning Expectations. The SLEs of the Month for March are:

• #3.1: "A St. Louise student is a well-balanced individual who practices positive social skills by taking responsibility for one's own actions and showing respect.
• #3.2: "A St. Louise student is a well-balanced individual who develops mind, body, and spirit by experiencing the arts and participating in physical activity."

Parents can help reinforce this expectation by discussing the meaning at home and brainstorming ways you and your family members demonstrate these same actions in your personal lives.

 Auction News 

 

Dear Parents,

In two short weeks, we will be announcing our theme for this fall's big event! November 10, 2018 promises to be a special evening of community and fundraising dedicated to supporting the education of our children. Speaking of themes, if you are the first person to send the correct reply to the question below to auction@stlouiseschool.org , I'll send a $5 Starbucks gift card home for you to enjoy!

 

Name the year the auction was themed, "A Night in Paradise."

 

Though procurement and donation season has not yet begun, we already have a few things arriving in the Auction office including a Seahawks jersey and football signed by KJ Wright!

 

Thanks to Kelly M. for this great reflection about the annual fundraiser!

"I love seeing everyone come together in such a big way to support their children and their school."

 

And, a note of gratitude this week - thank you to Megan Swilley for designing beautiful gift tags and bags for the Committee Chair Kick-Off event this week. And, thank you to Jackie Munson for picking up a jersey and football for KJ Wright to sign! Your help is appreciated!

 

If you are able to support the Auction as a volunteer or donor, or if you want to know more about the event, please send an email to auction@stlouiseschool.org. You can also give me a call at 425.214.5441 or 425.761.9996. Looking forward to hearing from you!
 
~ Julianne Read