Freshwater Academy

Fresh Water Academy was founded in 2010. It is home to four lovely young ladies of learning and their dedicated teachers. Located in the wilds of Wyoming, the name Fresh Water Academy was chosen as a Western analogy to Christ. Just as He is the Living Water, and we must have Him to have eternal life, any desert dweller knows the importance of fresh water to life, both for self, and the nourishment of crops or livestock. By taking nourishment in God and His word, we strengthen our own relationship with Him, our faith, and the quality and abundance of our fruitfulness.

Our keystone verse is from Jeremiah, Chapter 17, Verse 8: "For he shall be as a tree planted by the waters, and that spreadeth out her roots by the river, and shall not see when heat cometh, but her leaf shall be green; and shall not be careful in the year of drought, neither shall cease from yielding fruit."

The fruit that we speak of is mentioned in Galatians 5:22
"22But the fruit of the Spirit is love, joy, peace, longsuffering, gentleness, goodness, faith, 23Meekness, temperance: against such there is no law."

And the heat could be anything we experience that might test our faith in God; trials and tribulations, relationships, anything that focuses our love and attention anywhere but on Him...

Friday, June 17, 2016

Reflections #LIBM409 Reflection 8

Well, it's done.  I had a chance to review my peer's project and rubric and offer input, and he had a chance to view mine and offer input, and I got some valuable information!  This has been a pretty deep learning experience for me, and I'm looking forward to putting it to use.


Tuesday, June 14, 2016

Peer Rubric LIBM Reflection 7

I have my framework project finished.  Resources, standards, and all, but I now I have to figure out how to evaluate it!  What do you think?


Student has clear and defined topic:
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4
Student has not listed topic
Topic is unclear
Topic is named
Topic is clear and defined and student has explained why it is a need.

Text Box: Peer Rubric – Sonja Brow LIBM 409
Student has adequate resources:
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4
Student has less than ten resources listed.
Student has enough resources, but has failed to connect them to lessons
Student has resources and has connected them to lessons
Student has clearly and concisely connected resources to lessons.

Student has aligned the purpose/goal of the resource set with at least one Common Core State Standard:
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4
Student has not listed standard(s)
Student has listed standard (s) but not made connections
Student has listed standard(s) and connected them to resource set
Student has listed standards and clearly and concisely connected them.


Student has a comprehensive unit that connects to standards and materials:
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4
Disjointed, no or little connection
Some connections, clarity is needed
Student has connected materials
Unit is clear and defined and student has connected all the pieces.



Topic and Standards - LIBM409 Reflection 6

You know, Wyoming doesn't have Library Standards, per se.  We have Language Arts Standards in Reading, Writing, Language, and Speaking and Listening.  There are also content area standards at each grade level.  The standards themselves have gotten pretty tricky to wade through, with over 60 pages just in the Language Arts section.


https://edu.wyoming.gov/educators/standards/language-arts/#

 I am hoping that the standards I have used are what I need to present.  They are valid and related to the assignment, so that should work.



Wyoming College and Career Anchor Standards for Reading: 
Key Ideas and details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
Wyoming College and Career Anchor Standards for Speaking and Listening:  
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Wyoming Social Studies Content and Performance Standards: 
2. Culture and Cultural Diversity - Students demonstrate an understanding of the contributions and impacts of human interaction and cultural diversity on societies.
4. Time, Continuity, and Change - Students analyze events, people, problems, and ideas within their historical contexts. 
5.  People, Places, and Environments - Students demonstrate an understanding of interrelationships among people, places, and environments.

·         SS8.2.2: Students describe cultural diversity and the interdependence of cultures.
·         SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance.
·         SS8.4.3 Students analyze the impact of historical events and people on present conditions, situations, or circumstances. SS8.5.1: Students use charts, maps, and graphs to answer questions dealing with people, places, events, or environments.
·         SS8.5.2: Students apply the themes of geography to topics being studied
·         SS8.5.3: Students demonstrate an ability to organize and process spatial information; i.e., You Are Here maps of various areas