Let’s Get Engaged!: Leslie Grahn, World Language Resource Teacher Howard County Public Schools.
Summer 2012. Leslie Grahn Shavon McCown Patty Otero Janet Yarn.
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Transcript of Summer 2012. Leslie Grahn Shavon McCown Patty Otero Janet Yarn.
Delivery of Instruction for Effective Teaching and
Learning
Summer 2012
Leslie Grahn
Shavon McCown
Patty Otero
Janet Yarn
Meet your instructors
Participants will deepen knowledge and explore strategies for
knowing their learnersengaging their learnersleading the learning in their classroom
assessing the learning of their students.
Outcomes:
Indicator 4A: Communicates Clearly and Accurately
Indicator 4B: Uses Questioning and Discussion Techniques Effectively
Indicator 4C: Engages Students in Learning Indicator 4D: Provides Effective Feedback to
Students Indicator 4E: Demonstrates Flexibility and
Responsiveness
Domain 4: Delivery of Instruction
Course set up
Self-Assessment
Final Project = 3 hours
Participants will◦ Explore tools and strategies for knowing learners
◦ Reflect on ways to use learner profile data in planning
◦ Deepen knowledge about student engagement
◦ Analyze lesson plans for student engagement.
Day 1 Outcomes
Indicator 4C: Engages Students in Learning
Indicator 4E: Demonstrates Flexibility and Responsiveness
Day 1 Focus Indicators
Knowing the Learner
Getting to know you
1. Complete the learner profile for yourself.
2. When given the signal, introduce yourself to others to find out if you share similar characteristics.
3. Make connections between this activity and our course.
VV
V
Vision of Exemplary Teaching for Student Learning
“All Students Can Learn”
KnowingThe
LearnerWHO?
Knowingthe
Curriculum & ContentWHAT?
Knowing the
PedagogyHOW?
Personal Development
Cognitive Development
Social Development
KnowingMyself andMy Influenceon Learners
Knowing the Learner
Student characteristics Readiness Interest Learning Profile
Our group’s profile
Class Intelligence Profile Summary.xls
Our group’s profile
What advice do you have for the instructors based on our group profile?
How might you respond to this data in your delivery of instruction for a particular unit?
Find a partner with different data Talk about ways you can respond to the
data in lesson planning and building relationships with students during that particular unit.
What did doing this activity make you think about?
Responding to what we know about our
learners
“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”
What is differentiated instruction?
How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)
Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping
Differentiation Non-Negotiables
Classroom elements
Content Process Products Learning Environment/ Affect Assessment
Differentiation concepts
Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping
Differentiation Strategies
Break
Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping
Differentiation Strategies
Flexible Grouping with Grouping Cards
Grouping can be…
Teacher AssignedStudent ChosenRandom
determined by:ReadinessInterestLearning profile
Cooperative Learning
From the work of Spencer Kagan
Group Work - Old and New
Task is usually a project Some students do more
work and take most responsibility
Some students are ignored by others in group
Some students feel success, others feel frustration
Each student cares most about what he/she learns and what grade he/she receives
Task may be a project, brainstorming, problem solving
Shared work and responsibility
Participation of all students is encouraged
Each student’s ideas and work are valued
Students care about group learning
Six Key Elements To Cooperative Learning
Teams Will to Cooperate Cooperative Management Skill to Cooperate Four Basic Principles Cooperative Structures
Four Basic Principles to Cooperative Learning
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneous Interaction
Let’s Make a Layered Book
Visit 4-5 cooperative learning strategies that are new to you
Using your data from this morning, consider flexible grouping opportunities for these students.
Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping
Differentiation Strategies
Engaging the Learner
So, what is engagement anyway?
A. Is it about entertainment? Is it about attention?
B. What does an engaged classroom look and sound like?
C. How does an engaged student look and act?
D. What does engagement look like in a lesson plan?
Choose one question as your focus for this segment.
The Engage-O-Meter
Think about the most engaging activity you have ever experienced in a classroom setting.
How many of the qualities did that activity have?
Engaging students with technology Rapid fire Inspiration web
Tech tools demo
Explore a new technology application or program
Use your Engage-O-Meter to measure how engaging it is.
Lunch
Analyzing lessons
At each station, you will
1. Analyze the lesson using your checklists.
2. Use small stickie notes to leave warm and cool feedback for the “teacher.”
Warm and Cool Feedback
Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work.
Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.
Using the lesson you brought, analyze it for knowing the learner and engaging the learner.
Explore the links for strategies to enhance your lesson◦ Tools for knowing the learner◦ Differentiation strategies◦ Grouping strategies◦ Engagement strategies◦ Technology tools
Be prepared to share your lesson and the enhancements you made.
Task: Lesson reengineering
Sharing and Feedback
Delivery of Instruction for Effective Teaching and
Learning
Summer 2012