New Teacher Institute

Day Three

Instructional Delivery

Instructional Delivery

New Teacher Institute Vision:

Empowering Cobb Teachers to Support Our Students

New Teacher Institute Mission:

The mission of the Institute is to engage new teachers in high quality professional learning that is research-based and supports the rigor and relevance needed to provide effective classroom instruction for all students. (2007, 2014)

Learning Environment

Planning Assessment of and for Learning

ProfessionalismCommunication

Increasing Student Achievement

Georgia Department of Education – Teacher Assessment on Performance Standards (2012)Cobb County School District-Cobb KEYS (2014)

Teacher Performance Standards

Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

Differentiated Instruction: The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Teacher Performance Standards

Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

Warm-Up: Checking In…

Using 1 of the sentence starters, honestly reflect on how you are feeling about starting the new school year. Write your response on a sticky note and post on our chart.

• I don’t understand…• I noticed…• I wonder…• I was reminded of…• I think…• I’m surprised that…• I’d like to know…• I realized…• If I were…

• The central issue(s) is (are)…

• One consequence of ______________ could be…

• If __________________, then…

• I’m not sure…• Although it seems…

Cell Phone Buddy

“Learning” Partners

Find your Cell Phone Buddy #7, and discuss 1 big idea that was learned through your personal research on assessment?

Toolbox

four less than 12 times a number

2.5 times a number minus eleven and three-tenths

the sum of six and five-eighths and two and one-third

fifty-one subtracted from ninety-nine

Whiteboard Check

Essential Question: How does the use of research based

strategies help in teaching key knowledge and skills ?

STAGE 1Identify desired

results

STAGE 2Determine acceptable

evidence

STAGE 3Plan learning experiences

And instruction

Grant Wiggins, Jay McTighe, Understanding by Design, 2004

If you had to define

By yourself – Write down as many key terms that you would include in your definition

With a partner - Decide on 4 key terms you can both agree on to include in the definition

As a table – As a table write a definition of Learning

10% of what we read

20% of what we hear

30% of what we see

50% of what we seeand hear

70% of what we say

90% of what we sayand do

Active

Passive

DIFFERENTIATION(HUMAN GRAPH)

Differentiation is a GREEN Light/GO…I use it frequently with students. I could teach others about it!

Differentiation is a “Slow Down/Proceed With Caution”. I think I know about it and have tried it once with my students.

Differentiation is a RED Light/STOP… I do not use it frequently with students.

PUTTING DIFFERENTIATIONINTO PRACTICE

WHAT IS DIFFERENTIATION?

WHAT DO WE DIFFERENTIATE?

WHY DO WE DIFFERENTIATE?

What is Differentiation?

Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.

--Facilitator’s Guide for At Work in the Differentiated Classroom, 103.

https://www.youtube.com/watch?v=01798frimeQ 

Carol Ann Tomlinson--background video differentiation

What Do We Differentiate?

Teachers may change the content, process, products, or learning environment of a class according to student’s readiness, interests, or learning profilehttps://www.youtube.com/watch?v=ek9jopHITIM

Elementary Guided reading groups--funny--about classroom management in a differentiated classroom

Teachers can differentiate

Content Process Product Learning Environment

according to student’s

Readiness Interests Learning Profile

Differentiation Concept Map

Adapted from Leadership for Differentiating Schools and Classrooms

Step 1What we differentiate

Step 2Why we differentiate

DIFFERENTIATION WITH THINKING MAPS

CONTENT PROCESS PRODUCT

How resources match the level of the students. Aligns to the CCGPS.

How students will be engaged in using the content to be learned.

How students will give evidence of the content they understand and know.

A Closer Look at Differentiation

Essential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

DIFFERENTIATION

Content

Learning Environment

Process

Product

How Do We Differentiate?

Process• Presentation of content• Learning activities for students• Questions that are asked, • Teaching methods and thinking skills that teachers and students employ to relate, acquire, and

assess understanding of content

Products• Products are the culminating projects and performances that result from instruction.• They ask the student to rehearse, apply, or extend what s/he has learned in a unit. • A product or performance provides the vehicle that allows students to consolidate

learning and communicate ideas.

Learning Environment• The way the classroom looks and/or feels• The types of interaction that occur• The roles and relationships between and among teachers and students• The expectations for growth and success• The sense of mutual respect, fairness, and safety present in the classroom.

Content• Ideas, concepts, descriptive information, and facts,• Rules, and principles that the student needs to learn.• Content can be differentiated through depth, complexity,

novelty, and acceleration.DOES NOT MEAN CHANGING THE CURRICULUM!!!!!!!!

What it’s NOT…

• Fluffy projects• Busy work• Harder assignments for the whole class• Teaching “to the middle”• Getting mean when grading papers• Giving the same assignments and expecting

different results

Gallery Walk of Differentiation Strategies

• On your gallery walk, you will review about 6 differentiation strategies.

• As you review each strategy, use a 6 square foldable to take notes on what each strategy is and how you might use it in your classroom.

• After you have visited each station and taken notes, reflect on the back about which strategy you will try in your classroom and why.

• After you have reflected, go to the chart with the differentiation strategies listed and indicate your comfort level for each one.

Case Study

In groups you will be given a group of student's that you will be teaching in a few days. Please develop a lesson that meets the needs of all the students within your group.

-Case Study Students-Standard you will teaching-Strategy foldable (Remember Product, Process, Content)

Suggestions

• Do you feel like you are already doing this!• Start small: one lesson, one unit, one assessment,

one week, one semester, one course, one year, one career…

• You can keep it simple• Bottom line: change is good for students AND

teachers!

Effective Teaching Strategies

What every Cobb teacher needs to know…

Classroom Instruction That WorksRobert Marzano, Debra Pickering, Jane E. Pollock,Association for Supervision and Curriculum, 2001

Multiple copies of this resource is available for check-out through the Professional Learning Resource Center, and in your local school professional libraries.

How does this impact me?

• The “art” of teaching is becoming the “science” of teaching

• Findings support the most important factor affecting student learning is the TEACHER

• The research gives teachers the strategies to be highly effective

Impact on Student Achievement

• Rank order the strategies in terms of their impact on student achievement

• Number one would be the strategy that would have the biggest impact on student achievement

• Remember these are strategies that we use with students

Collective Wisdom…• With your table partners, brainstorm all

research based effective teaching strategies• Rank order the strategies in terms of their

impact on student achievement• Number one would be the strategy that would

have the biggest impact on student achievement

• Remember these are strategies that we use with students

Categories of Instructional Strategies That Affect Student Achievement

Category Average Effect Size

Identifying similarities and differences 1.61

Summarizing and note taking 1.00

Reinforcing effort and providing recognition .80

Homework and practice .77

Nonlinguistic representations .75

Cooperative learning .73

Setting objectives and providing feedback .61

Generating and testing hypotheses .61

Questions, cues, and advance organizers .59

Figure 1.3 (page 7) in Classroom Instruction that Works (2001). Permission for use grantedby McREL (Maura McGrath) on 6/4/14. Copies available for checkout through Professional Learning.

Essential Question:

How does evidence of learning drive instruction?

Let’s Get Started…

• Using the paper provided, we will make a Flip Book to use as our note-taking device.

• As we discuss each of these effective teaching strategies, take notes using words and diagrams.

1. Similarities and Differences What do you need to know?

• Involve identifying how items, events, processes, or concepts are similar and different based on characteristics

• Graphic & symbolic representations of similarities & differences enhance student understanding of content

Identifying Similarities & Differences

• Comparing - identification of important characteristics

• Classifying - organizing elements into groups based on similarities

• Metaphors - making a connection by an abstract or non-literal relationship

• Analogies - helping us see how dissimilar things are similar (remember the old vocabulary activities A:B as C:D)

Attribute #1

Attribute #2

Item #1 Item #2 Item #3

Example: Comparison Matrix

2. Note taking and Summarizing What do you need to know?

• Note-taking – Verbatim notes are ineffective– Students should do something with their notes– Notes are the study guide

• Summarizing– Students must learn to reword some ideas, delete

and reorganize information

• Both involve numerous mental processes• There is NO one correct way to take notes

Note taking and Summarizing Example Strategies

Note taking SummarizingCornell Notes Four-Two-One

Graphic Organizers Inner Outer Circle

Combination Notes Exit Tickets

Webbing The Important Thing

Alphabet Summary

Incredible Shrinking Notes

1. Listen to or read a grade appropriate reading selection.

2. Fill a 3 x 5 inch sticky note or card with important facts from the reading selection.

3. Narrow down those notes to the most important notes that will fit on a medium sized (approximately 3 x 3 inch) sticky note or card.

4. Narrow down those notes to the most important notes that will fit on a small (approximately 1 x 2 inch) sticky note or card.

irrigation desert

Christianity

theocracy

Unit Title

Middle East

Islamoil

Judaism

3. Reinforcing Effort and Providing Recognition

What do you need to know?

• Not all students realize the importance of believing in effort

• Students can learn to change their beliefs to an emphasis on effort

• Teachers must explicitly teach and exemplify the connection between effort and achievement

• Abstract symbolic recognition is more effective than tangible rewards—PRAISE, PRAISE, PRAISE!

Reinforcing Effort and Providing Recognition

Reinforcing Effort Providing Recognition

Teach students that effort can improve achievement—The Little Engine that Could, Rudy, Stand & Deliver

Focus recognition on particular accomplishments and praise on particular students

Share personal examples of times you succeeded by not giving up; ask students to share and/or reflect on their own experiences

Use symbolic tokens to recognize a reached specific learning goal of a student (stickers, certificates, token, colored strings)

Share stories about people who succeeded by not giving up—Michael Jordan did not make junior high basketball team

Brainstorm with your class ways to provide personal recognition

Effort and Achievement Chart

Student: Date: Vocabulary Quiz Grade

Time Spent Studying

Fri., Oct. 20 Lesson 1 75 5 minutes

Friday Oct. 27 Lesson 2 90 30 minutes 2 nights

Friday Nov 3 Lesson 3 80 20 minutes

Fri., Nov. 10 Lesson 4 100 15 min x 4 nights

4. Homework and Practice What do you need to know?

• The purpose of homework should be identified and articulated.

• If homework is assigned, it should be addressed in a timely manner.

• Homework is most effective when the student receives feedback.

Homework and Practice Strategies

• Establish and communicate your homework policy.

• Design homework that clearly articulates the purpose & outcome. – Read pages 684-690 to identify three causes of World

War II in preparation for tomorrow’s class. – Practice your first 10 sight words. We will use these

to play BINGO tomorrow.)

More Strategies for Homework

• Mastering a skill requires a fair amount of focused practice. It is not until students have practiced upwards of 24 times that they reach 80 % competency.

• Repetition of skills in different formats or contexts.

• Homework provides opportunities for students to practice what cannot be accomplished during class time.

5. Nonlinguistic Representations What do you need to know?

• Research supports that knowledge is stored in two forms: a linguistic form and an imagery form

• Teachers overuse the linguistic format for learning• Engage students in the creation and use of

nonlinguistic representations of knowledge increases activity in the brain

• Incorporate more and more of these in your classroom increases student understanding of the content

Nonlinguistic Representations Strategies

• Graphic organizers• Physical models, representations—lab

activities, building models• Mental pictures (Imagine that…)• Drawing pictures, pictographs• Kinesthetic activities (Human graph, total

physical response, songs with hand motions)

Descriptive Pattern Organizer

• Represents facts about people, places, things and events

• No need for order Topic

Fact

FactFact

Time Sequence Pattern Organizer

Organized in specific chronological order

Examples of Pictographs

Create a Physical Model(non-linquistic)

Construction must relate to knowledge!

Engage in Kinesthetic Activity

Things to Think About…

“…the one factor that surfaced as the single most influential component of an effective school is the individual teachers within that school” (Marzano 2007).

“Individual classroom teachers must determine which strategies to employ with the right students at the right time” (Marzano 2007).

Building Academic VocabularyThe Great Equalizer

Use as many terms as you can to create a sentence.

• Screen• Charge• Post• Technical• Zone• Guard

How well did you do?

• For those of you who are basketball fans, this was probably an easy task.

• Remember--People’s knowledge of any topic is encapsulated in the terms they know that are relevant to that topic.

• Keep this exercise in mind when you are working with your students.

Importance of Vocabulary at Kindergarten

• Potential Impact of Language Development– A child from a family at or below poverty line hears

600-700 words per hour at 12-18 months (K=5000 words)

– A child from a middle income family hears 1200-1300 words per hour at 12-18 months old (K= 9000 words)

– A child from an upper income family hears 2900-3100 words per hour at 12-18 months old (K=15,000-20,000 words)

Thompson 2002

What does the research say about improving background knowledge?

• The more terms a person knows about a given subject, the easier it is to understand-and learn-new information related to that subject.

• All students have background knowledge even though not all of them have the academic background knowledge necessary to do well in school.

Marzano 2005

Why Teach Vocabulary?

• Unless children know the meaning of words, they will have difficulty in understanding what they are reading. Without an understanding of words, comprehension is impossible.

Dorothy Rubin, 1994

Guidelines for Direct Vocabulary Instruction

• Critical, important (3-5) words are taught.

• Words are taught within meaningful contexts.

• Students utilize their background knowledge to learn new words.

• Multiple exposures are provided to learn new words

• Multiple visual representations to build upon vocabulary

Your Turn!Vocabulary Strategies

Connecting Vocabulary

What could this change machine represent in mathematics?

Components of Vocabulary

Four components of a comprehensive vocabulary program

1)Teaching individual words

2)Teaching strategies for learning words independently

3)Fostering word consciousness

4)Providing children frequent, extensive, and varied opportunities to engage in independent reading--this is the heart of vocabulary teaching and learning.

  Michael Graves (2000)

Framed Paragraph (Summarizing/Exit Strategy)

There are many different vocabulary strategies. These strategies have many characteristics. In order for students to truly learn vocabulary, _______________________

________________. Words are taught within _________ contexts. Students utilize their ________ __________ to learn new words. ___________ exposures are provided to learn new words. Strategies such as _____________, ______________, and ______________ are effective vocabulary strategies.

Reflection• How can visual images promote vocabulary

development for all learners?• Why is vocabulary development important in

every content area and at every level?

Final Thoughts

• Parking Lot• Homework: In the Harry Wong book,

read “How To Be a Teacher Leader” (pg. 299-323) and “How to Dress for Success” (pg. 50-58)

Please return promptly from lunch to meet with district supervisors. Special Education teachers may participate in an optional “lunch and learn”.