Network for New Science/Math Teachers April 15, 2009 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Welcome!

Network for New Science/Math Teachers

April 15, 2009Lexington, KY

University of KentuckyPartnership Institute for Math & Science Education Reform

Welcome!Help yourself to some

refreshments and networking

Review from February

Shouting!Ch. 13-16 Formative Assessment:

Questioning

CITWClassroomInstructionThat Works

Roadmap for Today

Gradingand

Reporting

Shouting!Ch. 17-20 CITW

ClassroomInstructionThat Works

But First…..Let’s Play a Game!

And now showing…Chapters 17-20 of

Shouting Won’t Grow Dendrites!

AT

PIMSER PALACE

Reflection• How has the Shouting book helped to

improve your classroom management?

• What is one thing you haven’t gotten to implement yet, but would like to?

• If you could describe this resource using only ONE word, what would that word be?

Grading and Reporting

Grading and Reporting

Learning targets and goals:

• I can explain the relationship between grading and reporting systems and student motivation.

• I can articulate my purpose for assigning grades.

Chain Notes

• Respond to the question printed at the top of the paper individually.

• Each participant should respond to the question with one or two sentences related to the question.

• Beginning with the person with the shortest hair, share your responses.

• Jot down on your sheet the responses in addition to your own.

• Upon hearing the previous “chain of responses,” add a new thought or build on a prior statement.

Chain Notes

• Discuss the various statements from the entire table group.

• Determine a consensus statement representative of the entire table and prepare a justification for it.

• Share with the whole group.

• “Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.”– Douglas Reeves

Grades and Student Motivation

• On a “think pad” (aka post-it note) jot down 3-4 factors that you feel can affect student motivation and can be controlled by the teacher.

• Take about 10 minutes to read the article, “Seven Reasons for Standards-based Grading.”

• Add any factors from the article to your “think pad” that you didn’t initially have.

Grades and Student Motivation

• Using your notes on your “think pad” to assist you, highlight grading practices that directly relate to student motivation on the handout entitled, “Grading Practices That Inhibit Learning.”

• What conclusions can you draw from this comparison?• Are grading practices in your classroom/school/district

counterproductive to motivating students to learn?• What suggestions did the teacher have in “Seven

Reasons for Standards-based Grading” that might help bridge the gap between grading and motivating students?

• “Many common grading practices…make it difficult for many youngsters to feel successful in school.”– Canady and Hotchkiss, 1989

• “Schools have come to be about the grades rather than the learning.”– Conklin, 2001

Before we move on……How ‘bout a game of

basketball?

Classroom Instruction That Works

LEADERSHIP

LEADERSHIPL

EA

DE

RS

HIP

LE

AD

ER

SH

IPVariables

School

Guaranteed and Viable CurriculumChallenging Goals and Effective FeedbackParent and Community InvolvementSafe and Orderly EnvironmentCollegiality and Professionalism

Teacher Instructional StrategiesClassroom ManagementCurriculum Design

Student Home EnvironmentLearned Intelligence and Background KnowledgeStudent Motivation

What Works in Schools, Robert J. Marzano

What is the Key to Teaching More Effectively?

• Read the sentence below. If you had to fill in the blank with one or two words, what word(s) would you choose?

• The key to great teaching is _________.

But Don’t Just Take Our Word For It!

• What teachers do in the classroom has 6 to 10 times as much of an impact on student achievement than all other factors combined. (Marzano, Pickering & Pollock, 2001)

• The key to improving education—more than any other factor—is improving the effectiveness of classroom instruction. (Wright, Horn & Saunders, 1997)

• Effective classroom instruction works—regardless of students’ socioeconomic status. (Schmoker, 2006)

Informal Assessment

• Respond to the questions in the boxes on the handout.

• Share and compare your ideas with a neighbor

Chapter Presentations

• Find the others who were assigned the same chapter in CITW as you.

• Collaborate to present your assigned strategy to the whole group. Please keep your time to no more than 4 minutes.

• All members of the group must share the responsibility of presenting.

• Consider the following questions while working:– Describe the strategy and some things to consider when

implementing with students.– According to the research, how does this strategy support

student learning?– Using this strategy, what is a possible activity for your math or

science classroom?

Presentation Time!

• We will begin with Identifying Similarities and Differences.

• Please use the organizer to help you collect information and your thoughts about the particular strategy being described.

“Quiz, Quiz Trade”

• On your index card write a question from the Marzano presentations

• Then, write the answer for your question below the question

New Math and Science Teacher Network “Quiz-Quiz Trade” a Kagan Strategy

1. Stand Up- Hand Up- Pair Up

2. Partner A quizzes

3. Partner B responds

4. Partner A coaches or praises

5. Switch roles

6. Trade cards, then repeat #1-5

However beautiful the strategy, you

should occasionally look

at the results. --W. Churchill

Strategy is a style of thinking, a conscious and

deliberate process, an intensive implementation system, the science of

ensuring future success.--Pete Johnson

You have to be fast on your feet and adaptive or else a strategy is useless.

--Charles deGaulle

When you are prepared, you’re more confident.

When you have a strategy, you’re more

comfortable. --Anonymous

Sound strategy starts with having the right

goal.--Michael Porter

Year in Review

And Last but Not Least…..

Thank you for being such great participants and learners! We hope that you have

grown this year and have built up your tool box to help you improve your teaching

practice. No other profession has the far reaching capabilities as teaching does—

continue to keep making a difference!--Terry and Becky