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Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. December 2009 THINKING GOES TO SCHOOL
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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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Page 1: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 2: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

“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”

Page 3: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Stacking Cups Supplies

Please send a team member to obtain the supplies for your team.

Page 4: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

Page 5: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK

Page 6: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 7: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Moving BEYOND“the correct answer”

My only skill is taking tests.

TO ALL STUDENTS THINKING…

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Page 9: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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?

Page 10: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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!

Page 11: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

Page 12: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 13: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

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Beginning – ‘check for’ and ‘build’ background while providing each student with a context for what is to be learned and understood;

Page 15: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

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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?

Page 17: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

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Page 19: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 20: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 21: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Types of pictures:• Draw the actual thing.

Marine biologist

Page 22: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Types of pictures:• Draw the actual thing.

Abraham Lincoln

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Mutualism

When one thing helps another.

Types of pictures:• Draw the concept.

Page 24: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Change

Types of pictures:• Draw the concept.

Page 25: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Explorer

Types of pictures:• Draw an example.

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revolve

Types of pictures:• Draw the concept.

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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

Page 28: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

http://visual.merriam-webster.com/

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Page 30: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 31: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

Vocabulary Cartoons

Sam, Max, and Bryan Burchers

New Monic Books

ISBN 0-9652422-7-7

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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

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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

Page 34: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 35: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

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Page 37: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 38: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 39: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

Page 40: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 41: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 42: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 43: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 44: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

• “If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”

Page 45: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 46: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

Page 47: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 48: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 49: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 50: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 51: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

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58

Identifying Similarities and Differences

Page 59: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 60: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

SHAPE

Rectangle

Triangle

Square

Circle

ATTRIBUTE

Side

Corner

Square Corner

Round

Page 61: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 62: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

? ?

How can you use the Where do I belong? structure to support your

role as teacher/administrator?

Page 63: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 64: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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

Page 65: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 66: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.

Page 67: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of
Page 68: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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?

Page 69: Prepared  Especially for the Kindergarten through Grade 3  Professional Learning Communities of

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.