Centennial Public School

• March 12, 2012• Toby Boss• Today’s Objectives

– Discuss successes and challenges– Provide strategies for routines and engagement– Provide iPad resources

Team Discussions

• Utilize the MRL- Strategy/Technique Implementation form for your team discussions.

Resources

• Craft Knowledge Form – fill this out as we go.• The Art and Science of Teaching Graphic• Centennial Wiki: http://

centennialinstruction.wikispaces.com• Craft Knowledge Wiki: http://

esu6craftknowledge.wikispaces.com• ESU 6 PD YouTube Channel:

http://www.youtube.com/user/esu6pd

Video Rounds

• Consider: – Affirmations: What did I see that validates

what I do?– Questions: What questions did this

generate about what I’m doing in my classroom?

– Applications: What’s one thing I might try in my classroom?

Presumptions

• Teaching is complex• The model should be “robust” enough to

capture this complexity – 41 strategies• Teachers need not do them all• Gains are incremental - get better at a few

each year• Feedback using a common language of

instruction is critical

Lesson Segments

• “Thin slices” of instruction– Those involving routines– Those involving content– Those enacted on the spot

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Lesson Segments Involving Routine Events

• Design Question #6 What will I do to establish and maintain classroom rules and procedures?

• What do I typically do to establish and maintain classroom rules and procedures?

• What do I typically do to organize the physical layout of the classroom?

Establish Rules & Procedures

• Rules– Identify general expectations or standards for student behavior– “Treat others the way you would want them to treat you.”

• Procedures & Routines– Expectations and process for specific behaviors to realize the rules– how to assemble in three-ish groups

(Marzano, 2007, p. 119)

FocusNumber of Effect Sizes

Average Effect Size

Percentile Decrease in Disruptions

Design and implementation of rules and procedures in general

10 -0.76 28

If you want routines

they must be explicitly taught.

“Most behavior problems in the classroom are caused by the teacher’s failure to teach students how to follow

procedures.”

(Wong & Wong, 1998)

Front Load Expected Behaviors• “If you want it, teach it.” • Teach vs. Tell• proactive vs. reactive approach• student self-control vs. constant

teacher control

• Prioritize, teach 2-3 most important per week until all have been taught

(Sharer, Anastasio, & Perry, 2007, p. 47)

Teach Expected Behaviors:Five Steps for Getting Kids Ready

1. Brainstorm the expectations; determine and teach the content.

2. Model the behavior.3. Practice the behavior.4. Reinforce the behavior.5. Re-teach the behavior. “If you want

it, teach it.”

(Sharer, Anastasio, & Perry, 2007, p. 47)

Flexible Grouping

• Clock Partners• Base Group – Lineup• Pair – Random Split• Wagon Wheel

Things to keep in mind…

• If you want routines – they must be explicitly taught.

• Be random – avoid student choice• Room arrangement – use the entire

room• Student arrangement – knee to knee

and on same level• Use a time stamp – keep it short and to

the point – then move on.

Base Group

• Group that can be used to start any activity. Students should understand their base group as a routine.

• How to set them up:– Birthday Lineup

• Let’s try it

Clock Partners

________________

________________

________________

________________

________________

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_________________

Clock Partners

• Cooperative learning activity/Base Group• The teacher designates a time, the students meet,

and share ideas on designated topic. • A specific time, for example 12:00 is designated

as homework partner. That clock partner is responsible for getting assignments and handouts when either is absent.

• For today fill in a different partner on your clock for 12:00, 3:00, 6:00, and 9:00

• One appointment can be the base group

Pair – Random Split

• With students in their base group – choose one person to leave.

• Half the room will be moving. • Make them go halfway across the room.• Let’s try it – pair with your 12:00 partner

Pair- Random - Split

• Have one person leave or stay:– The (oldest, youngest) – The one closest to…– The one who traveled the (least, greatest)

distance to get here– The one who got up earliest this morning– The one with the most feet in their household

Wagon Wheel

• Variation of inside/outside circle• 8 chairs – 4 clustered back to back; 4 facing• There will be a number of “wagon wheels” as

opposed to one big circle.• Rotate inside and outside circles

Lesson Segments Enacted on the Spot

• Design Question #5 What will I do to engage students?• What do I typically do to notice when students are not engaged?• What do I typically do to use academic games?• What do I typically do to manage response rates?• What do I typically do to use physical movement?• What do I typically do to maintain a lively pace?• What do I typically do to demonstrate intensity and enthusiasm?• What do I typically do to use friendly controversy?• What do I typically do to provide opportunities for students to talk

about themselves?• What do I typically do to present unusual or intriguing information?

Line Up

• Students line up along a continuum based on their opinion.

• Based on a prompt.• Ours will be Reality TV

– Fold the line– Split the line

TABOOThis favorite game is a

great tool for students to practice vocabulary and summarize. The object is to get someone to say the word using clues that don’t use the “taboo” words.

25

president

ObamaWhite HouseRepublicanWashingtonLincoln

Let’s play

• Get with your 6:00 partner

TABOO

Star WarsLuke SkywalkerDarth VaderYodaMoviePrincess Leia

TABOO

Abraham LincolnCivil WarPresidentAssassinationJohn Wilkes BootheFord’s Theater

Get One, Give One

• List items individually• Walk around room

– Find someone– Give them something off of your list– Get something from their list– If nothing new create a new item

• Go until you get 6 ideas• Time limit 90 seconds

Musical Cards

Musical Cards

• On an index card write one of the “Craft Knowledge” strategies you like the best and a short description of that strategy.

Musical Cards• This activity is designed to help you become

familiar with several topics, not necessarily to determine a winner.

• Walk around the room shake hands and introduce yourself to people in the room and trade index cards. (model)

• When the music stops, remain with that person.• Read each card and together distribute 7 points

between the two cards to represent the degree to which the strategy enhances student learning. Points may awarded 7-0, 6-1, 5,2 or 4-3

• Write the points awarded on the back of the card.

Continue• Trade cards and walk around the room until the

music stops again.• Share the information on the cards, assign

points and trade cards.• After several rounds stop and add up the total

number of points for each card.• Cards with the highest point total do the best at

meeting the desired criteria.

Group Password

• One person faces the screen or knows the word. 3-4 people face away and are trying to guess.

• Let’s try – I will give the category, the “clue giver” will try to get their group through the list as fast as possible.

• Ready?

Presidents

LincolnWashington

JacksonWilsonFord

CarterClinton

iPad Resources

• Features• Apps

2-1 Activity

2 things that you learned, pondered, or thought differently about:

1 thing you will do based on this information:

Team Discussions

• What will you try in your classroom?• What will we be expected to report next time?• Next Session: April 20