Know: Readiness, Interest, Learner Profile•  At least five strategies for creating engaging classroom as whole

group•  At least five strategies for creating independent and engaging

learning for small group and individuals (anchor activities)•  Thinking Maps are eight graphic tools to communicate thinking

processes. They can be used as strategies and for formative and summative assessments.

•  Intentional Design Elements: Owning Student Success, Creating Varied Avenues to Learning, Assessing to Inform Instruction, Providing Flexible routines and structures, Building Community, Respecting Individuals, Providing High Quality Curriculum, and Sharing Responsibility for Teaching and Learning

•  Rigor and Response = Intentional Design Understand:•  Creating varied avenues to learning does not happen by accident•  How time is used in the classroom reflects our beliefs about teaching

and learning•  Accountability and manipulation are not equal Do:• Integrate varied responsive strategies, including Thinking Maps, into a

unit map or typical week calendar•  Formulate high level questions into formative strategies •  Develop flexible routines to attend to formative assessment•  Align strategies to learning targets 

IDA Advanced

1. Whole Group Strategies for creating varied avenues to learning that engage students and promote high order thinking

2. Small Group and Individual Strategies that engage students while the teacher works with flexible groups of students based on formative assessments

3. Unit Map Design that integrates flexible routines for 1) whole group strategies and 2) Small group and Individual strategies

OR

4. Typical Week Map

Subject: Month:

Know Understand Do

C-TACH focus Assessments (Summative and Formative)

Instructional Strategies/Resources

Week 1

Week 2

Week 3

Week 4

Sample Weekly Schedule Implementing Mathematics C-TACHs

Monday Tuesday Wednesday Thursday Friday 20 minutes

Whole Group: Concept Singapore Teacher Guide

12 minutes

Sprints 20 minutes

Whole Group: Problem Solving (Singapore Teacher Handbook OR CfLM Mini Lesson))

12 minutes

Sprints 12 minutes

Mad Minute Test

15 minutes

Teacher Small group: Guided Practice (Singapore)

Others: Week by Week Essentials and Fact Practic

15 minutes

Teacher Small group: Struggling with concept

Others: Singapore practice and Week by Week Essentials Game

10 minutes

Teacher Small Group: Guided practice with problem solving (Singapore Teacher Handbook)

Others: Group or partner problem-solving (Singapore Teacher Handbook or CfLM mini lesson)

20 minutes

Whole Group: Concept Singapore Teacher Guide or CfLM mini lesson

20 minutes

Whole Group problem solving and mental math (CfLM mini lesson or Singapore)

5 minutes

Check in with class (review main concept, clarify, ask for student explanations of work

5 minutes

Check in with class (review main concept, clarify, ask for student explanations of work

10 minutes

Check in with class (review main problem and strategies being used to solve; clarify questions)

15 minutes

Small Group: Guided Practice (could be two groups or individuals)

Others: Singapore Workbook and enrichment

15 minutes

Small groups: Math games (Singapore TE and Week by Week Essentials)

15 minutes

Teacher Small group: Guided Practice (Singapore)

Others: Week by Week Essentials And Fact Practice

15 minutes

Teacher Small group: Students needing some support

Others: Singapore practice and Week by Week Essentials

10 minutes

Teacher small group: Extend Problem-solving

Others: Problem-solving

10 minutes

Wrap up 10 minutes

Wrap up Questions Formative and/or pre-assessment

5 minutes

Wrap up – review concept, students share

5 minutes

Wrap up – review concept, students share Formative Assessment

10 minutes

Wrap up – share problem

Boss/Secretary (Kagan Cooperative Learning Structure)

1. Student A supplies one sheet of paper,

folded in half lengthwise with his/her name in one column and a partner’s name in the other column.

2. Student B is the first boss and Student A is the first secretary.

3. As the boss, Student B tells Student A how to do the problem. Student A, the secretary, records what Student B says in Student B’s column of the paper.

4. If the boss makes a mistake, then the secretary coaches and praises once the boss does it correctly. Otherwise, the secretary praises the boss.

5. Reverse roles for each problem and repeat steps 3 and 4.

What is one strategy that is intriguing you at this time and you would like to include in your unit map or typical week map?

Sample Word List for "Webpages" www.nasa.gov Easy to navigate www.discoverychannel.com Helpful text and graphics www.lonelyplanet.com Reliable information charliebrown@aol.com Loads quickly snoopy@birddog.com Attractive appearance URL Microsoft Office Web Browser Information access Research Advertise your company/school Post family pictures Communicate with others School Homepage National Parks Homepage

Important Characteristics

Easy to navigate

Helpful text and graphics

Loads quickly

Attractive appearance

Reliable Information Information access Advertise your company/school Communicate with others National Parks Homepage

Uses

Research

Post family pictures

Advertise your company

Communicate with others

Information access

Examples

www.nasa.gov

www.discoverychannel.com Helpful text and graphics

www.lonelyplanet.com

School Homepage

National Parks Homepage

Non-Examples

Microsoft Office

charliebrown@aol.com Loads quickly

snoopy@birddog.com

URL

Web Browser

Webpages

Word Sort

Important Characteristics Non-Important Characteristics

Examples Non-Examples

Sample 3 x 3 Vocabulary

Column 1 Down: After filtering my data for all countries located in the Nordan region, I ran a report of their major imports and exports. Column 2 Down: I sorted my database in descending order so that I could look at my records in alphabetical order. Column 3 Down: While my database contains both fields and rows, the only way I can sort in ascending order is by field. Column 1 Across: Using the filter tool in my database application, I can isolate data in particular fields. Column 2 Across: When I sort my data, I do so by fields, not by rows. Column 3 Across: When running a data report, I can choose to have my data in either descending or ascending order.

Filter Database Field

Data Sort Row

Descending Report Ascending

3 x 3 Vocabulary

Column 1 Down:_______________________________________________ _____________________________________________________________ Column 2 Down:_______________________________________________ _____________________________________________________________ Column 3 Down:_______________________________________________ _____________________________________________________________ Column 1 Across:______________________________________________ _____________________________________________________________ Column 2 Across:______________________________________________ _____________________________________________________________ Column 3 Across:______________________________________________ _____________________________________________________________

Sample Four Box Synectics for Database (using common household items)

Closet

A database is like a closet because it is used for storing information.

Drawer

A database is like a drawer because it helps to keep information organized.

Trashcan

A database is like a trashcan because you can delete any information you no longer want.

Doorway

A database is like a doorway because it is a portal

to your information.

A _____________ is like a _______________ because…

Four Box Synectics

A _____________ is like a _______________ because

Challenge Envelopes1. Write a challenge question related to a concept of study on the front of the

envelope:What might be…?What could be…?

What if…?2. The group or individual write the answer or criteria for a response and includes a sample response on an card. The answer and sample is included inside the envelope.

3. Scramble the envelopes and have the groups or individuals rotate the envelopes. The group/individual answers on an card and then checks against the answer (s) inside.

4. The group/individual places their/his response in the envelope and pass along.

5. As the envelopes begin to fill with responses, the groups/individuals compare responses to others

1. Give your opinion and explain your rationale.

Record your opinion and explain your reason for it.

2. Add a supporting argument. Read your classmate’s response. In this box, add another reason that would support your classmate’s response.

3. Add an opposing argument. In this box, record a reason that might be used to argue against what is written in boxes #1 and #2.

4. Add your “two cents.” Read what is written in the three boxes. Add your opinion and your reason for it in this box.

Look through your notes in your IDA binder and from yesterday.

On a notecard, write down 8 words that stand out for you about IDA.

RIGORFLEXIBLE GROUPING

BRACE MAPFORMATIVE ASSESSMENT

OWNING STUDENT SUCCESSREADINESS

Name at least five strategies that could be used for creating varied avenues to learning for a whole group?

Name at least five strategies that could be used to provide independent and engaging learning for flexible groups?

Name the 8 thinking maps

What thinking process is a circle map used to communicate?

What are the eight elements of Intentional Design?

Why is aligning strategies to learning targets important? How do you go about doing this?

What does it mean to have flexible routines that attend to formative assessment?

How do you make students complete independent tasks while you are working with a small group or individual students?

Refine or Design an Annual Map Integrate flexible routines and varied strategies in

unit map or typical week map (go for at least three!)

Develop the directions/materials needed to integrate one strategy

Engaging all our senses

and reflecting

on the IDA…

4 corners structure

Pasta Steak

Salad Dessert

Identify a partner or group. Why IDA?

In other words, why is IDA important and worth our

time?

Connecting with your

sense of taste

Soft, fuzzy blanket Lush, green grass

Warm, soft sand Fresh, powdery snowWhich strategy seems especially useful to you in

supporting a KUD target for an upcoming unit/week

planning?

Connecting with your

sense of touch

Fresh baked cookies Clean linens

Bouquet of Flowers Wood burning fireplace

Which element of IDA is an area of growth for you?

Connecting with your

sense of smell