NCAPP – AP Symposium

4th Annual AP Conference for Teachers

October 5, 2017

According to Harvard psychologists Matthew A. Killingsworth and Daniel T. Gilbert:

“People spend 46.9% of their waking hours thinking about something other than what they’re doing”

Killingsworth, M. A., and D. T. Gilbert. "A Wandering Mind Is An Unhappy Mind." Science 330.6006 (2010): 932-932.

Participants were checked at random intervals via an iPhone app to see what they were doing and if their minds were wandering.

Killingsworth, M. A., and D. T. Gilbert. "A Wandering Mind Is An Unhappy Mind." Science 330.6006 (2010): 932-932.

Of the 22 general activities - walking, eating, shopping, watching TV, etc., the only activity where mind wandering was less that 30% - making love.

So what does this mean?

Today: A lot of you are not going to be listening to me at some point during this session – checking email, Facebook, thinking about

dinner, upcoming vacation, kids, tomorrow’s lesson plan, etc.

When you get back to school: A lot of your students are not going to be listening to you during your lessons.

So how do we combat the psychological predisposition of students spending time thinking about all things unrelated to our lesson?

This session is boring. I’ll

pretend to pay attention, but I’m

really thinking about going to

Moe’s

Let’s explore ideas about teaching and learning

Do you agree? Why/Why not?

If students don’t have to think, they are probably not learning

Learning seldom takes place when students are not engaged

When students are engaged, learning takes place https://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom

Discover and implement strategies and practices that will increase your Teach Effectively to Engaged Students Index - TEES

Teach Effectively to Engaged Students

TEES - 0 TEES - 100 TEES - 75

TEES Index Formula

Course Content Scale – 0.0 to 1.0 Student Engagement Scale – 0.0 to 1.0 Lesson Delivery Scale – 0 to 100

TEES index = Content x Student Engagement x Lesson Delivery

TEES Index Examples

Course content – somewhat related to course objective - 0.5 Student engagement – 90% engaged – 0.9 Lesson Delivery – Great lesson – 98 TEES = (0.5)(0.9)(98) => 44.1

Course content – perfectly aligned to course objective – 1.0 Student engagement – 70% engaged – 0.7 Lesson Delivery – Great lesson – 98 TEES = (1.0)(0.7)(98) => 68.6

Course content – perfectly aligned to course objective – 1.0 Student engagement – 100% engaged – 1.0 Lesson Delivery – Perfect lesson – 100 TEES = (1.0)(1.0)(100) => 100

Striving for Perfection

TEES index can fluctuate greatly during the course of the lesson

Can you describe this teacher’s class and lesson?

0

10

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70

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90

100

Time

TEES Index

10 20 30 40 50 60 70 80 90

Class period

A student’s engagement graph

0

10

20

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60

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90

When do you perceive student are most engaged during a lesson?

Teachers with higher TEES scores - Teach the right material effectively and efficiently with highly student engagement.

Low student engagement, teaching

the right material

High student engagement, teaching

the wrong material

Low student engagement, teaching

the wrong material

Teachers with lower TEES -

Typically fall into one of the buckets below

How do we get there?

Teach the correct content

Make sure all students are engaged

Deliver an effective, efficient lesson

Instead of deciding what to teach, switch focus on what students are supposed to learn and how best will they be able to get there.

From Dictionary.com

Teach - to impart knowledge or skill to; give instruction to: He teaches a large class. Synonyms: inform, enlighten, discipline, drill, school, indoctrinate; coach.

Teaching versus Learning

By definition, teaching doesn’t explicitly imply that students will learn

Teaching the right material

https://apcentral.collegeboard.org/courses

http://www.ncpublicschools.org/curriculum/socialstudies/scos/

Time keeps on slippin’, slippin’, slippin’ into the future

Maximum minutes in a semester that are available for AP instruction – 8100 in first semester block class, less than 6000 for a second semester class

Actual minutes available for instruction

• Fire drill • Testing days • Assemblies • Early release • Hurricane/Tropical Storms • So on and so forth

1st semester – 7200? 2nd semester – 5400?

Efficiency - Start with the end in mind

A Teacher Makes 1500 Educational Decisions A Day "A Teacher Makes 1500 Educational Decisions A Day." TeachThought. N. p., 2016.

What does it mean to teach efficiently and what do efficient teachers do better?

Discussion

Scope and Sequence

Great (Effective) Teaching and Teachers

Respectful

Sense of Humor

Engaging

Strong rapport

What do they do and which common traits do they have?

Mind your TEES and Q’s

An effective teacher uses higher order questioning strategies that engage all students.

The Montillation of Traxoline Attributed to Judy Lanier

It is very important that you learn about Traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zointer lescelidge.

1. What is traxoline? 2. Where is it monotilled? 3. How is it quaselled? 4. Why is it important?

A new form of zointer

Ceristanna

By gristeriating large amounts of fevon and then bracter

Because of our zointer lescelidge, it may well be one of our most lukized snezlaus

Strategic Questioning

When questioning a class – Are all students having to think? Are all students having to think at a high level?

Efficient

Effective

Students combine facts and ideas to come to some

conclusion or interpretation

They synthesize, generalize, explain, or hypothesize

Students engage in the construction of knowledge

They are actively engaged in the learning

Higher Order Thinking

What are some strategies that you use to engage all students in higher order thinking?

Putting it altogether in practice

Efficient

Effective

Engaging

What does the beginning of lesson look like?

Classroom Scenarios

Warm-up, Opener, Bell-ringer, Objectives Right material – Does it align with course standards? Efficient – Where in the lesson? How is it presented? How much time needs to be allocated? How do you assess? Engagement – How is it presented? How are student supposed to answer? Do all students have to think? How do you monitor? How do you assess?

What does the middle of the lesson look like?

What does the wrap-up look like?