CFI Team CFI Team PresentatioPresentatio

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February 2, February 2, 20092009

PresentersPresenters

Laura van Keulen, AP Data & TechnologyLaura van Keulen, AP Data & TechnologyEmily Lawton, MathematicsEmily Lawton, Mathematics

Alex Moore, EnglishAlex Moore, EnglishAntonietta Pace, ScienceAntonietta Pace, Science

Erik Sudduth, Social StudiesErik Sudduth, Social Studies

2008-2009 Projects2008-2009 ProjectsContinuing Projects from 2007-2008:Continuing Projects from 2007-2008:

-Note Taking-Note Taking

-Writing Style Guide-Writing Style Guide

-Technology-Technology

New for 2008-2009:New for 2008-2009:

-Cross Curricular Collaboration-Cross Curricular Collaboration

Math Department MeetingMath Department Meeting

• ““Students are not good at taking notes.”Students are not good at taking notes.”• ““This note taking approach should be reinforced This note taking approach should be reinforced

at all levels and should be taught in all freshmen at all levels and should be taught in all freshmen classes on the first day of class.”classes on the first day of class.”

• ““There is a misconception that kids should not There is a misconception that kids should not write in a math class. It is helpful to ask students write in a math class. It is helpful to ask students to review their notes to find answers as a means to review their notes to find answers as a means of holding students accountable. There must be of holding students accountable. There must be common approaches that are used by all common approaches that are used by all teachers.”teachers.”

English Department MeetingEnglish Department Meeting

• ““Some students try to copy down everything that Some students try to copy down everything that is said.” is said.”

• ““If students do not take notes, they will not be If students do not take notes, they will not be able to succeed in my class.”able to succeed in my class.”

• ““It is important to impress upon students the It is important to impress upon students the importance of being able to take good notes in importance of being able to take good notes in college.” college.”

Designing Lessons to Meet Designing Lessons to Meet Students’ Needs – Feedback FormsStudents’ Needs – Feedback Forms

• The workload for our class was _________.The workload for our class was _________.a) 5% very or somewhat lighta) 5% very or somewhat lightb) 95% somewhat or very heavyb) 95% somewhat or very heavy• The instructor treated us as if we were _________ The instructor treated us as if we were _________

intelligent than we are.intelligent than we are.a) 7% lessa) 7% lessb) 93% moreb) 93% more

Note Taking: Further DevelopmentNote Taking: Further Development

• Teacher: Mr. MooreTeacher: Mr. Moore

• Student Population: the bottom 50% of the Student Population: the bottom 50% of the teacher’s E1 classes according to eighth-grade teacher’s E1 classes according to eighth-grade ELA exam scoresELA exam scores

• Goal: Students will improve their ability to Goal: Students will improve their ability to synthesize information, which will be synthesize information, which will be demonstrated by an increase of one point on a demonstrated by an increase of one point on a ten-point rubric on our Regents-based note taking ten-point rubric on our Regents-based note taking assessments.assessments.

Note Taking: Further DevelopmentNote Taking: Further Development% Change from Baseline to Second Assessments - 2008-09

Accuracy

Focus

Organization

Deeper Meaning

Average

-10

0

10

20

30

40

50

60

70

1

Accuracy

Focus

Organization

Deeper Meaning

Average

Note Taking: Wider Note Taking: Wider ImplementationImplementation

• Teachers: The Note Taking Team (NTT)Teachers: The Note Taking Team (NTT)– One teacher from each of the following One teacher from each of the following

departments:departments:

•EnglishEnglish

•MathematicsMathematics

•ScienceScience

•Social StudiesSocial Studies

Note Taking: ScienceNote Taking: Science

• Lesson plan #4: Using Notes in Science (Ms. Pace)Lesson plan #4: Using Notes in Science (Ms. Pace)• Reason for Lesson: Reason for Lesson: The science educator noticed that students were not successfully focusing on what they needed The science educator noticed that students were not successfully focusing on what they needed

to know in order to succeed on course assessments, such as examinations. The studying of many students was not to know in order to succeed on course assessments, such as examinations. The studying of many students was not focused. In order to address this, Ms. Pace decided to teach students how to use their notes to create a study sheet that focused. In order to address this, Ms. Pace decided to teach students how to use their notes to create a study sheet that would then help them to prepare for an examination.would then help them to prepare for an examination.

• Aim: Aim: How can I organize my notes into a study guide?How can I organize my notes into a study guide?• Instructional Objectives: Instructional Objectives: • Students will understand the value of good note taking.Students will understand the value of good note taking.• Students will learn how to extract the salient information from their notes and organize it into a study guide.Students will learn how to extract the salient information from their notes and organize it into a study guide.• Performance Objectives: Performance Objectives: • Students will begin to create a review sheet in class.Students will begin to create a review sheet in class.• Students will earn higher grades on the next examination.Students will earn higher grades on the next examination.• Materials: Materials: transparency with skeleton with the beginning of a sample review sheet, review sheet forms for students to transparency with skeleton with the beginning of a sample review sheet, review sheet forms for students to

begin to completebegin to complete• Procedure:Procedure:• HookHook 3 minutes3 minutes Explain to students that the lesson today needs to be taught because of the Explain to students that the lesson today needs to be taught because of the

strengths and strengths and weaknesses of the students in the room: Several of them need weaknesses of the students in the room: Several of them need to develop this skill of to develop this skill of synthesizing and reorganizing information in order to create synthesizing and reorganizing information in order to create helpful study guides (data-driven helpful study guides (data-driven instruction).instruction).

• ModelingModeling 10 minutes10 minutes Use the overhead projector or laptop projector to demonstrate the beginning Use the overhead projector or laptop projector to demonstrate the beginning of an effective of an effective study guide. Elicit student responses to fill in the beginning of study guide. Elicit student responses to fill in the beginning of the guide.the guide.

• Pair ActivityPair Activity 20 minutes20 minutes Students use their notes and work in pairs to fill out a worksheet that will act as a sample Students use their notes and work in pairs to fill out a worksheet that will act as a sample study guide. This is submitted at the end of the period but will be returned study guide. This is submitted at the end of the period but will be returned

before the test.before the test.• Summary and Share OutSummary and Share Out 7 minutes 7 minutes Students share their experiences and explain how they were able to create Students share their experiences and explain how they were able to create

review sheets. review sheets. The educator reminds students of the procedure that can be The educator reminds students of the procedure that can be followed to use notes to create a followed to use notes to create a study guide.study guide.

• Homework: Homework: Use your notes to create a review sheet for the upcoming test. Use your notes to create a review sheet for the upcoming test.

Cross Curricular CollaborationCross Curricular Collaboration

• Teachers:Teachers:– two teachers of American Literaturetwo teachers of American Literature– two teachers of U.S. Historytwo teachers of U.S. History– Additional academic and studio teachersAdditional academic and studio teachers

• Teachers will produce new ideas for cross Teachers will produce new ideas for cross curricular collaboration in today’s workshop.curricular collaboration in today’s workshop.

Writing Style Guide: Student Writing Style Guide: Student BenefitBenefit

• Time is measured the same way in English and social studies classes. Time is measured the same way in English and social studies classes. A fourth of a note in a music course has the same meaning as a A fourth of a note in a music course has the same meaning as a fourth of a pizza in a math course. Do paragraphs in English, social fourth of a pizza in a math course. Do paragraphs in English, social studies, and drama classes share anything in common?studies, and drama classes share anything in common?

Dali, Salvador. The Persistence of Memory. 1931. Museum of Modern Art,New York. 30 Jan. 2009 <http://cord.rutgers.edu/stemcellcourse/20050521-dali-clock.jpg>.

Writing Style Guide: Further Writing Style Guide: Further DevelopmentDevelopment

• Members of the CFI Team Members of the CFI Team will present the Style Guide will present the Style Guide to each academic to each academic department on February 23. department on February 23. We will then facilitate We will then facilitate discussion and collect discussion and collect feedback in preparation for feedback in preparation for future revisions.future revisions.

• We will encourage the use of We will encourage the use of the guide in classrooms.the guide in classrooms.

Writing Style Guide: Writing Style Guide: Successful ImplementationSuccessful Implementation

• Teachers from several Teachers from several departments will design departments will design lesson plans to introduce the lesson plans to introduce the Writing Style Guide to Writing Style Guide to students in each discipline. students in each discipline.

• The Guide will be offered The Guide will be offered online and cost no money to online and cost no money to produce.produce.

Writing Style Guide: Writing Style Guide: Recent DevelopmentsRecent Developments

• We added new information.We added new information.• We asked for feedback from We asked for feedback from

the APs.the APs.• We are piloting this Guide We are piloting this Guide

with four groups of ten with four groups of ten students in different students in different academic disciplines. The academic disciplines. The members of the CFI Team members of the CFI Team will distribute the guide and will distribute the guide and ask each student to keep a ask each student to keep a feedback log throughout feedback log throughout February and March.February and March.

TechnologyTechnology• The CFI continues to celebrate teachers’ effective The CFI continues to celebrate teachers’ effective

use of technology in the classroom. We recently use of technology in the classroom. We recently promoted intervisitations in classes where promoted intervisitations in classes where teachers are using Web sites, SmartBoards, and teachers are using Web sites, SmartBoards, and other modern teaching tools. other modern teaching tools.

• Today’s workshops will equip educators with Today’s workshops will equip educators with information about new technological resources information about new technological resources that allow us to more accurately assess student that allow us to more accurately assess student understanding and adjust our teaching understanding and adjust our teaching accordingly. accordingly.

THE ENDTHE END

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