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Education
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- Written by: Nicholas Phipps
After a whole summer of hiatus we finally return with a new article each week.
With a new school year comes new things, and that includes teachers.
As you may or may not know Carlé’s English teacher Dan Maes retired last year making 2017 his last year of teaching.
With Maes’ retirement Lexi Fredericks stepped in as Carlé’s new English teacher. We will report more on Carlé’s new English teacher in the next article, where we will do an in-depth interview.
During the introduction to the school year called the thematic teachers held classes such as geography, sex ed and introduction to math.
This thematic lasted two and a half weeks (13 school days) and students had the opportunity of earning 1.1 credits in each class if you came everyday and earned credit in each one of your classes.
Students will be rewarded with an hour of a credit for filling out their organizational planners and another hour of credit for showing spirit and wearing their Carlé shirts on Fridays. It doesn’t seem like a ton of credit but it adds up over time.
Since there wasn’t enough time to put the 6th grade period’s from last year gold level students in the article we would like to give a shout out to Shaina Yaquinto, Teagan Tompioner, CeCe Brown, Juan Carlos Octaviano, and Jose Carrillo.
Also during the thematic since the Chronicle was on hiatus, students received student of the week awards.
The first student of the school year was Zoe Markowitz. She was nominated by teacher Angie Siegel, who said “She always gave very insightful responses and was always on task.”
The second week’s student of the week was Shaina Yaquinto, who was nominated by teacher Alan Siegel.
“Shaina is always on task and determined and when I nominated Shaina everyone came to the consensus that she deserved it,” he said. “She runs our morning bulletin and is the best aide I have ever had. She is a hard worker and a natural leader.”
The most recent student of the week is Estefania Cuevas who was awarded when all the teachers came to an agreement about Estefania saying “Estefania is very friendly and always makes her work her priority, and that is what Carlé is all about.”
Carlé would like to thank from the bottom of our hearts Gina Weese, classified substitute office assistant.
Ms. Weese has done a tremendous job with a great attitude. She is very friendly and is always ready to help us out.
I asked her if she enjoyed working at Carlé and she responded, “Yes, I love working here, everyone is important and unique and I enjoy all of the different kinds of people I’ve met working at Carlé,”
Thank you so much Gina. Our designers have tried to show Ms. Weese how much we appreciate her by making her a plaque, mug and keychain. We have one more special plaque to award her next week.
Ultimate Peace is a charitable Organization put together by Dave Barkan Ultimate Frisbee Hall of famer from the Boston Hostages and former opponent of our civics and history teacher Alan Siegel.
This organization brings together Israeli, Palestinian and other Muslim children centered around ultimate Frisbee with the idea that these kids get to know each other better and become friends.
We at Carlé love the idea of bringing people of the world together. In the spirit of love similar to how we started the year last year making key chains and plaques for all the police officer, first responders and firefighters who worked so hard on the devastating fire in our community we chose to make some special rewards for Ultimate Peace for doing so much for these young Middle Eastern kids.
Our lead designers made key chains with the Ultimate Peace logo on them and these will be given out in the Middle East. Our designers then created completely new Ultimate Peace logo designs which we emailed to Barkan who will take them over to the Middle East and have the kids in the program judge. The top two designers will win free t-shirts with their own artwork on them.
Alan Siegel, who was awarded the 2005 California State Teacher of the Year award, will be traveling to Los Angeles this week to be part of this year’s State Teacher of the Year selection committee.
Siegel was hand picked by current State Superintendent Tom Torlakson to be part of a committee that will review all 58 county teachers of the year and select the top candidates for classroom visits and State Department of Education interviews.
There is a lot going on at our little school including fun PE competitions run by teachers Lance Christenson and Lexi Fredericks as this article went to press.
We will detail this and a whole lot more in the next article.
Nicholas Phipps is a student at Carlé Continuation High School.
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- Written by: Kathleen Maclay
The study, led by University of California, Berkeley, researchers, examined relationships between educational attainment, cognitive performance and learning in order to quantify the cumulative effect of attending school.
Its findings suggest that higher levels of education may help stave off age-related cognitive decline. In addition, the team found that education didn’t have a large impact on novel learning, or learning something new at various points in time.
The work, which reviewed the performance of around 196,000 subscribers to Lumosity online brain-training games, is believed to be the largest to date to evaluate cognitive effects of prior educational experience on past and future performance.
Researchers said their findings may be of value to psychologists, sociologists, neuroscientists, education researchers and policymakers.
Grading educational achievement
Conventional wisdom has long accepted that higher education is likely to boost incomes and helps prepare individuals for a workplace with often-changing skill sets.
Yet fewer than 40 percent of adults in the United States are expected to graduate from college in their lifetimes, and the percentage declines for more advanced degrees.
Until now, research has been inconclusive about the cognitive impacts of higher education and whether the quantity of schooling can influence the acquisition and maintenance of cognitive skills over time.
The researchers of the paper, which appears in the August 23 edition of PLoS One, are Silvia Bunge, a professor of psychology at UC Berkeley professor and at the Helen Wills Neuroscience Institute; Belén Guerra-Carrillo, a graduate student in Bunge’s Building Blocks of Cognition Laboratory and a National Science Foundation Fellow; and Kiefer Katovich, who was a statistician with Lumos Labs while the study was conducted.
Bunge and her team say higher levels of education are strong predictors of better cognitive performance across the 15- to 60-year-old age range of their study participants, and appear to boost performance more in areas such as reasoning than in terms of processing speed.
The study’s findings are consistent with prior evidence that the brain adapts in response to challenges, a phenomenon called “experience-dependent brain plasticity.” Based on the principles of plasticity, the authors predicted improvements in cognitive skills that are repeatedly taxed in demanding, cognitively engaging coursework.
Differences in performance were small for test subjects with a bachelor’s degree compared to those with a high school diploma, and moderate for those with doctorates compared to those with only some high school education.
The researchers noted that people from lower educational backgrounds learned novel tasks nearly as well as those from higher ones.
“The fact that the cognitive tests were not similar to what is learned in school is a strength of the study: It speaks to the idea that schooling doesn’t merely impart knowledge – it also provides the opportunity to sharpen core cognitive skills,” said Bunge.
Background data
The researchers analyzed anonymized data collected from around 196,000 Lumosity subscribers in the United States, Canada and Australia who came from a range of educational attainment and diverse backgrounds.
Participants complete eight behavioral assessments of executive functioning and reasoning that are unrelated to educational curricula as part of their subscription.
The research team also looked closely at a subset of nearly 70,000 subscribers who finished Lumosity’s behavioral assessments a second time after about 100 days of additional cognitive training.
Testing before and after the assessments measured cognitive performance in areas such as working memory, thinking quickly, responding flexibly to task goals and both verbal and nonverbal reasoning.
“Given the size and wide age range of our sample, it was possible to test whether these age effects are influenced by education – and, importantly, to determine how the cognitive effects of educational attainment differ across the lifespan, as one’s experience with formal education recedes into the past and is supplanted by other life experiences,” the team wrote.
Bunge said that collaborating with Lumosity was a golden opportunity to analyze data from around 196,000 participants – an anonymized dataset that would have taken a lifetime to collect in a laboratory.
“We’re thrilled to see how Bunge and her team used the Lumosity dataset to illuminate an area as important as educational attainment,” said Bob Schafer, head of research at Lumosity. “As we approach the company’s tenth anniversary with over 4 billion gameplays, it is a top priority to facilitate more large-scale, innovative research like this from experts in education and cognitive science.”
Kathleen Maclay writes for the UC Berkeley News Center.
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- Written by: Elizabeth Larson
Makerspaces are do-it-yourself centers where people get together to learn and invent using technology such as 3-D printers and computer-aided design (CAD) software that might otherwise be unaffordable for an individual to purchase.
Grants awarded to the 24 community colleges are funded through the California Community College CCC Maker initiative, which is aimed at inspiring learning by doing, teaching in-demand skills, engaging employers, introducing students to dynamic careers and encouraging collaboration among multiple disciplines and colleges to deliver innovative education that strengthen the workforce.
Thirty-four colleges were awarded seed grants in January to develop makerspace plans. Twenty-eight submitted implementation proposals in June.
From there, 24 colleges were awarded the latest grants of $100,000 to $350,000 per year for up to two years.
“These 24 colleges have demonstrated their commitment to establishing makerspaces, placing students in internships, developing curriculum that prepares students with 21st century skills and participating in a statewide network of college makerspaces that are tailored to meet the needs of regional economies,” said Van Ton-Quinlivan, California Community Colleges Vice Chancellor of Workforce & Economic Development.
California community colleges awarded grant money are:
Allan Hancock College
American River College
Butte College
Cabrillo College
Chaffey College
City College of San Francisco
College of Alameda
College of San Mateo
College of the Canyons
Folsom Lake College
Foothill College
Glendale College
Golden West College
Hartnell College
Laney College
Moorpark College
Moreno Valley College
Mt. San Antonio College
Mt. San Jacinto College
Orange Coast College
Sacramento City College
San Bernardino Valley College
Sierra College
Woodland Community College
“The selected colleges were taken through a rigorous planning process to qualify for funding. Steps included examining the range of models for building a makerspace; mapping the ecosystem of assets, stakeholders and collaborators; performing a self-study; creating a logic model; and connecting with students,” said Carol Pepper-Kittredge, statewide project manager for CCC Maker, which is based at Sierra College.
“Math and anthropology instructors talked about how they paired with career technical education instructors to develop curriculum that integrated student projects created in the maker environment,” Pepper-Kittredge said. “Innovation and learning will come from a cross-disciplinary approach. That’s why there are so many examples of this now in the workplace.”
Dale Dougherty, chairman and CEO of Maker Media and chair of the CCC Maker Advisory Committee, compared college makerspaces to libraries that are a resource to the entire campus.
“Makerspaces are about learning and the intersections of all disciplines, and the kinds of experiences that we can give students,” Dougherty said. “In a makerspace, students learn not to live within comfortable boundaries but to take creative risk and try things. If given the opportunity, a little support, and shared context like a makerspace, we could get a lot of amazing work from people. And they in turn, would see themselves as amazing which I think is the real goal here.”
The CCC Maker is a California Community Colleges initiative under Doing What MATTERS for Jobs and the Economy.
The California Community Colleges is the largest system of higher education in the nation composed of 72 districts and 114 colleges serving 2.1 million students per year. Community colleges supply workforce training, basic skills education in English and math, and prepare students for transfer to four-year institutions.
For more information about the community colleges, please visit http://californiacommunitycolleges.cccco.edu.
More on Doing What Matters for Jobs and the Economy can be found at http://doingwhatmatters.cccco.edu.
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- Written by: Editor
The first day of school is Tuesday, Sept. 5, and orientation night will also take place that same day at 6:30 p.m.
LCC Preschool is open daily from 7:30 a.m. to 5:30 p.m. NCO is accepted.
The school is located at 175 "C" St. For information call 707-262-5520 or visit www.lcchub.com.