Premise of the Workshop
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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.
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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: critical thinking and problem solving, communication, collaboration, and creativity and innovation. - PowerPoint PPT Presentation
Transcript of Premise of the Workshop
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?
The Power of Our Questions
QUESTIONS TO EXTEND THINKING
SPREAD the LOVE
Introduce your partner to the other people at your table.
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers
.59 22
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers
.59 22
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Identifying Similarities and Differences
What processes can students engage in to identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metapho
rs
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogie
s
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Similarities and DifferencesAnalogies
dime is to dollar as a decimeter is to meter
What is the common relationship?
Similarities and DifferencesAnalogies
putter
putter is to a set of golf clubs
as 2 is to the set of primes
2, 3, 5, 7, 11, 13, …
What is the common relationship?
Hey…This looks familiar…
Which of the high yield
instructional strategies do
you see in this structure?
PAGE 7
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers
.59 22
HIGH-Yield Instructional Strategies
Stool – 42 cm
LaToya – 159 cm
Shoulder – 135 cm
Counter – 73 cm
Silk – 108 cm 42+ 135 177- 108 69- 73 4 cm below
Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding
Prepared for the Instructional Coaches of
ATLANTA PUBLIC SCHOOLS by Dan Mulligan, Ed. D.
September 2012
THINKING GOES TO SCHOOL:Research-based Strategies to Improve Achievement
ALL means ALL
Session 1:The Overview
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)!
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
HIGH-Yield Instructional Strategies
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
WHY ACADEMIC VOCABULARY?
Find another 4-second partner Tell them who you are and one summer joy; Find 2 seats.
Tell a chain story about the process of photosynthesis…
…without using words that begin with:
P, L, T, S
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
Science
Experiment
Hypothesis
Energy
Electron
DissolveAtmosphere
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Health/PE
Wellness
Equipment
Body Mass
Nutrition
EnduranceMovement
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
FINE ARTS
ILLUSION ARCHITECTURE
VISUAL
COMPOSER
MELODY
RHYTHM
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Grade 9 English
Summarize
Hyperbole
Inference
Opinion
Irony
Repetition
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
CIVIC DUTY LAWS
GLOBAL ECONOMYPRIVATE PROPERTY
CONSUMER RIGHTS
PATRIOTISM
U.S. History
Great Sites for Imageshttp://etc.usf.edu/clipart/index.htm
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers
.59 22
Instructional Strategies that Facilitate Successful Inclusion Must …
Supply students with STRUCTURE and ORGANIZATION
Encourage student COMMUNICATION and COLLABORATION
Provide students with VISUAL and HANDS-ON learning experiences
ORGANIZATION
Glossary in the back of the notebook for Essential Vocabulary
MIND Notebook Rubric
SPREAD the LOVE
Form teams of (4) four people at your table.
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*
.61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers
.59 22
KEY QUESTION: Why are common assessments so important?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
WHY do we ASSESS:1. INFORM INSTRUCTIONAL
DECISIONS
2. ENCOURAGE STUDENTS TO TRY
Talk to Me…Directions– Form a team of EIGHT (8) people…– Determine the person with the most sisters and
then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!!
– Determine the person with the least sisters and send them to pick-up a grid sheet for each person.
– Distribute a grid sheet to each team member.
Follow-up Debriefing
Each pair should share with your other team members the method you used to graph the figure.
Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to
self-assess your initial strategy?
Formative AssessmentFormative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.
Student opportunity to reflect on what was clear and what was confusing…
Plan of Action: Clear message to the student that this is a beginning…not an end…
Discussion question: Are assessments considered a ‘pit stop’ of learning or an end of learning in your school/class?
MOTOR
MOUTH
Things associated with school
BooksReport Cards
TeachersSchool Bus
CafeteriaPencilsErasers
Things associated with shapes
QuadrilateralVertex
Three-dimensionalAngleArea
Right Triangle
Things associated with numbers
DecimalPrime
Perfect SquareNumeratorDivisible Integers
Even
Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude."
--Zig Ziglar Dan
