Think Pad is a resource designed to:

• provide evidence of understanding and participation during student-to student dialogue

• facilitate student reflection on their thinking

Version 3.0

Main Myth about Learning

Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

Prepared for the Professional Learning Network of the

SMYTH COUNTY SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com

October 2014

STEPPING UP FOR SUCCESS ON THE MATH SOL:

TAKING THE NEXT STEPS TOWARD AUTHENTIC ASSESSMENT This is you

This is the person next

to you

*Please download files from flexiblecreativity.com. Select View Presentation (by the crayons)

Begin by obtaining files (VSUP Presentation and VSUP Handout.) Thank you*

Good Instruction(Keep it Simple…Keep it Real)

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already

know more than we need to do that. Whether or not we do it

must finally depend on how we feel about the fact that we

haven’t so far.” ~Ron Edmonds

4 – second partner

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2

comfortable seats and relax.*Please bring your handout and a pen(cil)!

Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

2. communication,

3. collaboration, and

4. creativity and innovation.

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?

Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

2. communication,

3. collaboration, and

4. creativity and innovation.

The Power of Our Questions

It’s All About: THE SECOND QUESTION

The

WHAT

CELEBRATE THE STRUGGLE

EssentialVocabulary

EssentialSkills

EssentialKnowledge

LEARNING TARGET

page29

The HOW will

I ENGAGE you!

1. Create an Environment for Learning– Helping students know what is expected of them, providing

students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills

2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps

required of the process and practicing its variations; using the process or skill fluently or without any conscious thought

3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded

understanding and use of concepts and skills in real-world contexts.

Framework for

Instructional Planning McREL, 2012

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

High-Yield Instructional Strategies

SAMPLECreate an

environment for learning

1. Create an Environment for Learning– Helping students know what is expected of them, providing

students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills

2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps

required of the process and practicing its variations; using the process or skill fluently or without any conscious thought

3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded

understanding and use of concepts and skills in real-world contexts.

Framework for

Instructional Planning McREL, 2012

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers .59 22

High-Yield Instructional Strategies

Advanced Organizers

Use Visuals

Advanced organizers help students organize the information and retain 5 times more of the information.

VENN DIAGRAMS

red thick

small

VENN DIAGRAMS

LinearFunctions

QuadraticFunctions

Tools to Facilitate Deeper Thinking

Slope of line is zero

The line is__________

9

16 1 7

11

336

25

cause effect

a.

b. Place the numbers in the Venn Diagram:49 2 4 21

4

Stool – 42 cm

LaToya – 159 cm

Shoulder – 135 cm

Counter – 73 cm

Silk – 108 cm 42

+ 135

177

- 108

69

- 73

4 cm below

POSTER

Work Templatepage 13

1. Create an Environment for Learning– Helping students know what is expected of them, providing

students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills

2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps

required of the process and practicing its variations; using the process or skill fluently or without any conscious thought

3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded

understanding and use of concepts and skills in real-world contexts.

Framework for

Instructional Planning McREL, 2012

Change”…is the law of life. And those who look only to the past or

present are certain to miss the future." - John F. Kennedy

4 – second partner

WHY ACADEMIC VOCABULARY?

Briefly share what you know about

photosynthesis.

Tell a chain story about the process of

photosynthesis…

…without using words that begin with:

P, L, T

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

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:

Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Geometry

PLANE FIGURE VOLUME VERTEX

CONGRUENT CYLINDER

TRAPEZOID

Spin the Wordmodified

• Remove the cards from the bag.• Place the deck of cards face

down in the center of the table.• Determine the order of playing

by each person rolling the die.• Each card contains:

• Math vocabulary word, and• Method of giving clues

• Remember:• Each person has a turn,• Each person has a lifeline!

• Enjoy!

page

27

Name a number for the numerator of a fraction.

Convert the fraction to a decimal. Draw an image to represent the decimal.

Name a number for the denominator of the

fraction. Describe what you know about the

fraction.

Write the fraction in simplest form. Is the

fraction proper or improper?

Name a value for the slope of a line.

State and graph a line that is perpendicular to

the line.

Name a value for the y-intercept of the line.

Describe in words, then graph the line.

Name a number for the slope of a line.

Describe what you know about your line.

Name the equation of a line perpendicular to the

existing line. Explain your process.

Name a number for the y-intercept of a line.

Describe what you know about your line.

Graph the line. Explain your process.

Name a number for the numerator of a fraction.

Convert the fraction to a decimal. Draw an image to represent the decimal.

Name a number for the denominator of the

fraction. Describe what you know about the

fraction.

Write the fraction in simplest form. Is the

fraction proper or improper?

Name a value for the slope of a line.

State and graph a line that is perpendicular to

the line.

Name a value for the y-intercept of the line.

Describe in words, then graph the line.

Name a number for the slope of a line.

Describe what you know about your line.

Name the equation of a line perpendicular to the

existing line. Explain your process.

Name a number for the y-intercept of a line.

Describe what you know about your line.

Graph the line. Explain your process.

Rigor… with Nurturing!

A pilot wanted to know how many kilometers she flew on her last 3 flights. From NYC to London she flew 5,572 km. Then, from London to Beijing she flew 8,174 km. Finally, she flew 10,996 km from Beijing back to NYC. Round each number to the nearest thousand, then find the sum of the rounded numbers to estimate about how many kilometers the pilot flew.

Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler consumed 11,702 calories last week. Round each to the nearest thousand to find who consumed closer to the recommended number of calories. Use pictures, numbers, and words to explain.

The cost of tuition at Cornell University is 43,000 per year when rounded to the nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible amount the tuition could be?

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.

496 + 1,404 + 2,605 + 489 =One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning:

0 + 1,000 + 3,000 + 0 = 4,000Is the student’s reasoning correct? Use numbers and words o explain why or why not. If incorrect, explain a correct method.

Read carefully and follow directions. SHOW YOUR WORK.

1 2

3 4

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dan

Motor MouthThings associated with

SCHOOL

BooksReport Cards

TeachersSchool BusCafeteriaPencilsErasers

Things associated with

Numbers

MixedPerfect Square

NumeratorNegative

FactorDivisor

Line

Things associated with

Shapes

VertexSymmetryOctagon

ReflectionComposite

SolidCylinder

Brain Break