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THINKING GOES TO SCHOOL. Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. December 2009. - PowerPoint PPT Presentation
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Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of
Constitution Elementary and Sunrise Elementaryby Dan Mulligan, Ed. D.
December 2009
THINKING GOES TO SCHOOL
“Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem-Solving 2. Collaboration across Networks and Leading by Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination
“Rigor” is using academic knowledge to create new knowledge/content and to solve real problems.
“Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor”
Stacking Cups Supplies
Please send a team member to obtain the supplies for your team.
Stacking Cups Supplies
Team Task: Your team task is to create the pyramid of cups (illustrated above);• without touching the cups;• using each of the 6 pieces of string and the rubber band;• each team member must participate in the solution.
Team Procedure:• analyze and reach consensus on a method of solution;• value each person’s opinion and contribution;•After consensus, execute (modify as needed) your team’s plan.
Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK
Moving BEYOND“the correct answer”
My only skill is taking tests.
TO ALL STUDENTS THINKING…
a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?
Personal Learning Goals
• I will recognize strategies that have improved achievement for our students;
• I will use data to focus additional improvement efforts to reach more students;
• I will support my peers by offering constructive feedback to improve their efforts; and
• I will enjoy working with my colleagues!
When students know what they are
learning, their performance, on
average, has been shown to be
27 percentile points higher
than students who do not know what they are learning.
There are three parts to any research-based
lesson:•Beginning – ‘check for’ and ‘build’ background knowledge of each student;•During – teach and actively engage each student in new content – making connections to prior knowledge;•End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson
Beginning – ‘check for’ and ‘build’ background while providing each student with a context for what is to be learned and understood;
Mix it Up in the Box
• Listen for the topic and the amount of time;• Silently mix around the room;• When directed, pair up with person closest to you;• In pairs, Partner A shares and Partner B listens;• Partner B responds to what he/she heard by
paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;
• Record summary of partners response; then• Switch Roles
1 2
3 4
What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?
To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning.
Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______
How often to teachers develop and administer common assessments? What do teachers ‘do’ with the results?
How often to teachers develop and administer common assessments? What do teachers ‘do’ with the results?
1 2
3 4
What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year?
To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning.
Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______
For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels.
Other team members can then share their findings.
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback* .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
Types of pictures:• Draw the actual thing.
Marine biologist
Types of pictures:• Draw the actual thing.
Abraham Lincoln
Mutualism
When one thing helps another.
Types of pictures:• Draw the concept.
Change
Types of pictures:• Draw the concept.
Explorer
Types of pictures:• Draw an example.
revolve
Types of pictures:• Draw the concept.
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
http://visual.merriam-webster.com/
Vocabulary Cartoons
Sam, Max, and Bryan Burchers
New Monic Books
ISBN 0-9652422-7-7
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Cindy McCain
Organizing Theme:Things someone would say…
Bill Clinton George Bush
Barak Obama!
Sarah Palin John Kyle
SPECIAL ELECTION 2008
EDITION
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Words with the long i vowel
sound
Words with the long a vowel
soundWords with the long e
vowel sound
Words that start with Tt
Words that start with Mm
Parts of a book
Grade 1 English
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Grade 2 Math
Line of Symmetry
Third from Right
Pattern
Solid Shapes
Ruler
Rotation
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Constitution – Grade 3*Content Far below Approaches Meets Exceeds PassingReading 5 24 66 5 71Math 5 25 60 10 70Writing 1 11 83 5 88Science* 27 42 25 6 31
Sunrise – Grade 3*Content Far below Approaches Meets Exceeds PassingReading 7 29 55 8 64Math 12 21 54 13 67Writing 4 17 79 1 80Science* 16 30 40 15 55
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.
Knowing the Learner
Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous
GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing
Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society
Stimulus-rich environmentOptions and alternativesInteresting and exciting learning
Learning Style of Beach Balls
Knowing the Learne
r
Strengths Needs
See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification
Help in working with othersHelp in organizing time and bringing closure
Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry
Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades
Learning Style of Microscopes
Knowing the Learne
r
Strengths Needs
Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification
Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections
Attitudes PreferencesNo news is good newsSerious about their workRequire feedback
Precise, useful feedbackRecommendationsAppreciate privacy
Learning Style of Clipboards
Knowing the Learne
r
Strengths Needs
EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt
Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning
Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli
Subjective versus abstractPersonal incentives, encouragementChoice of learning environments
Learning Style of Puppies
• “If an educator keeps using the same strategies over and over and the student keeps failing,
who really is the slow learner?”
Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem
Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics
Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics
Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster
Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language
IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership
InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals
NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns
Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice BoardSummarize a main idea and
put it to a beat.Draw the sequence of events on a timeline.
Create a way to remember the information.
Reflect on the significance of the information in your
journal.
WILD CARD !!!Your choice after getting
approval.
Create a series of at least six cartoon frames to
express the main idea.
Condense the information about a main idea and
create an advertisement, banner, or slogan.
Act a short skit that conveys the message of
the story.
Write a poem that conveys the main idea of the story.
Choice Board
Verbal/Linguistic Body/ Kinesthetic Visual/Spatial
Musical/Rhythmical
Wild CardYour choice after
getting the approval of the
teacher. Naturalist
Intrapersonal Interpersonal Logical/Mathematical
Multiple Intelligences in the Reading Classroom
Verbal/Linguistic Musical/Rhythmic Visual/Spatial Logical/Mathematical
Is a fluent readerListens attentivelyCommunicates in
writingLinks new and prior
learningDebates issuesResearches topicsExpresses a point of
viewReads for pleasureEnjoys listening to
someone readUses verbal
mnemonicsUses language to
communicate effectively
Comprehends with background music playing while reading
Finds interest stimulated with beats
Looks for rhythmic patterns and poetry
Spells words to a beatAttacks words by
dividing them into syllables
Creates songs, poems, jingles, or raps to remember information
Enjoys reading while playing background music that depicts the setting
Color-codes and highlights
Doodles while listening
Visualizes pictures while reading about events, character descriptions, and settings
Uses graphic organizers to plot thinking
Needs visual hooksViews, interprets, or
draws pictures and graphics to understand text
Prepares visualsUses art to express
understanding
Organizes informationOutlines and classifies
data Yearns to understand
sequence of the information
Learns by using timelines and step-by-step procedures
Reasons logicallyNeeds clear; precise
directionsLearns trivia factsEnjoys logic-related
games and puzzlesThinks abstractly and
criticallyUses the computer and
other gadgetsIs a problem solver
Multiple Intelligences in the Reading Classroom
Body/Kinesthetic Naturalist Intrapersonal Interpersonal
Learns by role-playingSimulates eventsCreates artifactsNeeds centers, labs,
and hands-on Needs a comfortable
spot of choice to read and work
Can skillfully use the body
Uses manipulatives to explore, learn and discover
Can show it or demonstrate it
Needs to move to learn
Responds to actions and feelings of characters
Yearns to discover with nature
Intuitively relates and learns factual information about science and the world around her
Creates habitatsConducts
experimentsIs a survivorSees patterns in
natureCopes and survives
in most environmentsRelates to events
and settings
Works best independently
Needs time to make personal applications
Reflects in a journalIs self-reflectiveNeeds time to
process new learning independently
Needs a quiet space to read and work
Accepts goals and responsibility
Enjoys reading aloneLearns with personal
links and connections
Works best with othersEnjoys partner readingCommunicates with othersLearns through interactions
such as text or literary talksEmpathizes with struggling
readersNeeds to talk while learningWorks well in flexible
groupingEnjoys discussionsIs a social butterflyUnderstands others’ feelings
and emotionsNeeds interaction,
conversations, and discussions
Needs a listening ear
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
High-Yield Instructional Strategies
Why Group Teams Heterogeneously?
• One high, one high medium, one low medium, and one low achieving student
• Produce the greatest opportunity for peer tutoring and active participation
• Maximum cross-race, cross-sex, & cross-ability team contact• Make classroom management easier - assign roles• Balanced
H HM
LM L
58
Identifying Similarities and Differences
SHAPE
Rectangle
Triangle
Square
Circle
ATTRIBUTE
Side
Corner
Square Corner
Round
? ?
How can you use the Where do I belong? structure to support your
role as teacher/administrator?
TALK TO ME
• Form a team of two (2) people…• Determine the person with the most sisters and
send them to pick-up a grid sheet for each person.
• Distribute a grid sheet to each team member.• One team-member will face the screen and give
directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).
• NOTE: Team members should NOT be able to see what each other is drawing.
Directions
Follow-up Debriefing• Each pair should share with your other team members the
method you used to graph the figure.
• Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?
• Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second attempt to complete the grid exercise
improve after having an opportunity to self-assess your initial strategy?
Formative Assessment
• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.