Examining the Nebraska Teacher Evaluation Model ESU 8 Prinicipal Cadre Septemeber 17, 2013.
ESU 4 Literacy Cadre June 11, 2012
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Transcript of ESU 4 Literacy Cadre June 11, 2012
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ESU 4 LITERACY CADRE
JUNE 11, 2012
Mitzi Hoback, Gregg Robke, Ellen Stokebrand and Suzanne Whisler
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Please Fold Your Paper into a Window with Six Panes. Number the panes from 1-6.
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Our Signal
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In box #1, draw a big heart…
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The Thing I Love Most about teaching literacy is…
Quick Draw: Inside the heart, draw a visual that represents your thoughts.
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Greet two people you haven’t spoken with and share your
thoughts..
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Today’s Outcomes1. Learn and practice new
strategies for student engagement.
2. Learn new strategies to enhance writing instruction in your classroom.
3. Network with other literacy teachers.
4. Learn and explore new technology resources.
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In box #2, jot down the outcome that is most important to you.
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QUICK WRITE:What is your personal learning goal for today?Write it in box #3
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Let’s Divide UpElementary Teachers – Please stay with April.
Secondary Teachers – Please move to the kitchen and bring your things with you.
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Student Engagement: How do we increase it?
From This… To This…
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Who Moves the Least Here??
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And whoshould movethe MOST?
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The learners.
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Why
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This is
why
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and thisis why
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the brain
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lovesthe brain
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lovesthe brain
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Movement equals more oxygen.
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Change-Up Instruction Every
Ten Minutes
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Use the 10-2 rule
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Chunking
•The brain needs time to create connections and pathways to move learning into long term memory.•The hippocampus can only hold so much •Too much, too fast, it won’t last.
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In box #4, write 10 - 2
Self-Reflection: Do I chunk learning. Do I use the 10-2 rule in my classroom? If not, how should I apply it?
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How can learners
move more while
spendingtime here
???
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Simple!
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sitting
standing
from
to
change
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watching
talking
from
to chang
e
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reading
writing
from
to
change
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learners can:
With oxygen nowmoving to the
brain,
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learn better
andremember
more
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and that is a very
good thing.(especially before a
test)
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sitting
standing
from
to
change
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Carousel BrainstormingPlace topics on chart paper
around the roomDivide students into small
groupsEach group has a different color
marker and goes to a different chart
Students write ideas/facts about the concept on the chart
Call time and rotate to next chart
Each time students arrive at new chart, they review what is already there and add to the list
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Share One; Get OneGive the students a note card or
sticky note. Ask the students to record 1 to 3
different concepts, facts, or skills they learned from a lesson.
Ask students to walk around the room, share their card with another student, and then trade cards with that student.
Continue the process.Share out as a whole class or in
small groups.
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SILENT Give One, Get One• Write down one new summarizing
activity you want to try with your students on a sticky note
• Take your sticky note and power point with you
• Make eye contact with someone (smile) and swap sticky notes
• Take time to read the note/record any new ideas
• Mingle and make eye contact with a new partner
Shhhh!!
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Take Off…Touch DownStudents should move more than
the teacher.The brain needs oxygen for optimal
learning.For most students, provide 20
minutes of instruction and 5 minutes of processing.
Chunking instruction allows time for students to process information.
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Have a Standing MeetingWhat have you heard so far that
makes sense?What changes will you make in
your teaching because of this?Find a group of 3-ish to have your
conversation.
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watching
talking
from
to chang
e
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Say Something
Form pairs of studentsAsk students to read silently to a
designated stopping point. When each partner is ready,
stop and “say something”.Continue this process until the
selection is read.
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Summary BallBegin the activity by tossing a ball to
any student.The student who catches the ball has
3 seconds to state any fact, concept or skill learned from the lesson.
The student then tosses the ball to another student in the room who has not spoken.
The second student states a fact, concept, or skill that hasn’t been mentioned, then tosses the ball.
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Whip AroundWhat have you learned about
engaging students?Start with one person sharing an idea.Go around the room with each person
giving a new idea.If the person’s idea has already been
given he/she can say pass. Keep going around the room until all
ideas are presented.
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Teach Back: Ten to TwoWork in pairsOne person is teacher, one is
studentTeacher: Explain the Ten to Two
philosophy. Use the words “chunk” and “process” in your explanation.
Student: Listen to the teacher. Ask questions for clarification.
Switch roles.
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reading
writing
from
to
change
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One Word SummariesAsk students to write one
word that summarizes the lesson’s topic.
Ask them to explain why they chose that word. ABCYa http://bit.ly/w2XqdQ
Wordle http://www.wordle.net/Tagxedo http://www.tagxedo.com/
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Sum It Up
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One Sentence ParaphraseRequires students to synthesize
informationPuts focus on bigger picture learning
rather than specific detailsSteps in the process
◦Model the process◦After reading, put away or hide passage◦Students write one sentence that reflects their understanding
◦Share sentences, looking for similarities & differences
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Summarizing with the Final Countdown
Ask students to reflect on what they have learned about the topic.
Use the Final Countdown strategy.First Tier - Write the three most
important facts that the student learned.Second Tier - Write two questions that
the student still has about the topic.Top Tier - Write one way in which the
student can connect the topic to material previously learned.
from Instructional Strategies for Engaging LearnersGuilford County Schools TF, 2002
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In box #5, draw a triangle like this:
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Final CountdownTier One: Three things you
learned regarding student engagement.
Tier Two: Two questions you still have.
Tier Three: One way you will apply these in your classroom.
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In box # 6, jot down all the strategies we have used…Quick WriteQuick DrawTake Off—Touch Down!Standing MeetingTeach BackFinal CountdownAnd others you want to try
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Let’s Take a Break
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Sharing & Networking ProtocolChoose a:
◦Facilitator: Guide the conversation◦Time Keeper: Ensure there is time for each
area of discussion, give a 10 minute warning to begin wrapping up conversations
In your group take turns sharing and discussing:◦Lesson ideas◦Instructional Strategies◦Technology tools, tips, sites, apps etc . . .
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Did you meet your Personal Learning Goal?
Go back to your window pane (box #3)Take a moment to reflect on your goal.
Did you meet your learning goal?◦If so, what helped you reach that
goal?◦If not, what else do you need to
reach the goal?
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You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.
~Michael Fullan~