GECDSB NTIP 2

2009/2010

Clear Targets

Bell Work: Minds On Activity

Write one example of a success that you’ve experienced this school year.

Mentee (on blue index card)

Mentor (white index card)

Icebreaker – Getting to Know You Use the Venn Diagram to chart

your similarities and differences Consider:

Favourite sports, music, foods, etc.

FamilyLearning/Teaching stylesOthers

Venn Diagram

Successes!!!

Gordon’s LadderThe Rungs of Learning

Unconsciously Skilled-Now we do it without thinking

-Relaxed automaticityConsciously Skilled-Now we know that we can do it

-Comfortable, competent

Consciously Unskilled-Now we know that we don’t know things

-Uncomfortable, anxious

Unconsciously Unskilled-We don’t know what we don’t know

-Blissful ignorance

ISF –Individual Strategy Form

NTIP Responsibilities

Observation Logs

No formal reports to be submitted

Brainstorm

How to best use Observation Days?

Purposeful Observation

Norm’s Video

At the last workshop …

Anna Z.K

V

A/O

Animal School

Triarchic Intelligence Theory Self-Assessment (Sternberg)

Follow the instructions printed on the page.

Activity

Possible task/activity prompts

See from another point of view … Use alternative materials or data to … Make connections of this lesson to … Use humor to show … Find a new way to demonstrate … Imagine … Predict … Suppose … Discover … Create …

Act as an expert would, by … Show how this is used in real life… Apply to … Show how to solve the problem of… Develop a plan using knowledge of… Show how this info and skills is like … Simulate …

Break into parts… Explain why… Diagram… Present step-by-step … Identify key parts … Compare and contrast … Strengths and weaknesses of.. Deconstruct … Sequence … Write a set of directions … Outline …

Possible task/activity prompts

CreativeSee from another point of view … Use alternative materials or data to … Make connections of this lesson to … Use humor to show … Find a new way to demonstrate … Imagine … Predict … Suppose … Discover … Create …

PracticalAct as an expert would, by … Show how this is used in real life… Apply to … Show how to solve the problem of… Develop a plan using knowledge of… Show how this info and skills is like … Simulate …

AnalyticalBreak into parts… Explain why… Diagram… Present step-by-step … Identify key parts … Compare and contrast … Strengths and weaknesses of.. Deconstruct … Sequence … Write a set of directions … Outline …

First Name & First Initial of Last Name

•Written in marker

•Large enough to see across the room

C

A

P

On your index card …

Adding to the Learner Profile

K

V

A

O

C

A

P

MI - top 3(Ranked with strongest at the top)

Working

Preferences

Interests

Activity

Eight Ways of Being Smart Read the descriptors for the 8

intelligences. Reflect on your own strengths, likes

and learning experiences. Determine:

which 2 or 3 intelligences are your strongest.

which ones are your weakest?

Adding to the Learner Profile

K

V

A

O

C

A

P

MI - top 3(Ranked with strongest at the top)

Working

Preferences

Interests

Gardner’s Multiple Intelligences

8 intelligences: Visual-spatial Bodily-kinesthetic Naturalist Intrapersonal Interpersonal

Logical-mathematical

Musical - rhythmic Verbal-Linguistic

MI focuses on: HOW you are smart.

First Name & First Initial of Last Name

•Written in marker

•Large enough to see across the room

C

A

P

MI - top 3

(Ranked with strongest at the top)

Sorting Cards

Alone

Partners

Small Groups

Whole Group

Interests

(2 or 3)

V

A

K

Paradigm Shift

Old Paradigm: Teach to the middle

New Paradigm:Address the needs

of all students

Debrief Activity: Class Learner Profile

and Markbook

Design Down Curriculum Planning

Backgrounder As you read the backgrounder,

question the text. Jot your questions in the

margins of the article. As we work through the

content, refer back to your questions: Were they answered? What more information do you need?

Planning for Curriculum and Assessment: Design Down

Design Down Model or Backwards Design Model

Clarify results and evidence before designing the lessons and activities

Way of thinking more accurately, being more strategic

Overcomes the prevalence of “Aimless Activity and Superficial Coverage”

Components

Identify goals, knowledgeand skills

Determine acceptable evidence

Plan learning experiences and

instruction

Choose your themes and topics

Identify Desired Results

Expectations from the curriculum guide(s) What expectations do you want to

meet? What learning skills do you want

to assess?

Enduring Understandings/Big Ideas What is the “So What?”

Model: Grade 5 Social Studies, Aspects of Citizenship and Government

Overall Expectations Social Studies, Grade 1-6, p.44, O.E. 2 and 3

Specific Expectations p.p. 44 – 46

Big Idea What does it mean to be a good citizen in Canada?

Know Understand and Do

Describe rights… Formulate questionsIdentify responsibilities… Use sources…

Identify current and historical political figures Use graphic organizersUse media works to presentUse appropriate vocabularyModel activities and process

TACK

Use the verb chart to determine the TACK categories under which the expectations fall.

T: Formulate questions…A: Use sources…; Use graphic organizers…; Use media works to present…; Use appropriate vocabulary

C: Describe rights…

K: Identify responsibilities…; Identify current and historical political figures

Determine Acceptable Evidence

Think like an assessor

Variety of formal and informal assessments

Continuum of Assessment Methods

Informal checks for understanding

Observation/Conferencing Quiz/Test Reflective writing prompt Performance task/project

Designing Performance Tasks: GRASPS

Goal: focus for “enduring understanding”

Role: multi perspectives

Audience: authentic tone and voice

Situation: real-life context

Product: varied - presentations, reports, brochure

Standards: criteria for success

Model: Performance Task

Hall of Citizenship Recognition

Performance Task Analysis GRASPS

Does it contain all components? Does it allow for summative

assessment of the expectations (targets)?

Differentiation Does it differentiate for product,

process, content according to the student’s readiness, interests and learning profile?

What Formative Assessment Methods will you use?Know Describe rights… Identify

responsibilities… Identify current

and historical political figures…

Do Formulate

questions… Use sources… Use graphic

organizers… Use media

works… Use appropriate

vocabulary…. Model activities

and processes…

Teaching/Learning Strategies Examine the expectations and

summative tasks. What lessons do I need to teach

to help students reach these targets?

Where will I build formative assessments to provide feedback?

How will I accommodate or modify my spec ed and ELL students

Topic/Themes/Resources

What topics relate to the expectations selected?

What resources do I have? What resources do I need to

get?

Your Turn!

Choose an overall expectation Choose specific expectations Big Idea Know, Understand, Do Assessment Task Lessons, activities, formative

assessments Topic, Themes Resources

Design Down Resources Understanding By

Design Bookstore Video series

(Medianet) Association for

Supervision and Curriculum Design www.ascd.org

Talk About Assessment Bookstore

Consolidation

Making the Shift to Expectation-Based Planning

Self-assessment: At what stage are you in making the shift? Reflect upon your stage of development in Design Down.

Lunch

http://www.gecdsb.on.ca/staff/teachers/ntip/

Freaks and Geeks

Four Corners

Procedures and Routines Jones pg. 123-135 Wong pg. 167-194

Working the Room/Classroom Environment Jones pg. 21-39 Wong pg. 105-107

Planning an Effective Classroom Jones pg. 111-135 Wong pg. 82-100

Motivation Jones pg. 85-97 Wong pg. 61-78, 197-228

Minds On

101 “Answers” for NEW TEACHERS and THEIR

MENTORS

Pick a number from the hat.

Read and discuss with shoulder partner.

Anything to share with the large group.

Planning Time

Ticket Out the DoorWhat does mentoring mean to you?

Minimum 2 words