Think Pad is a resource designed to: provide evidence of understanding and participation during...
57
Think Pad is a resource designed to: • provide evidence of understanding and participation during student- to student dialogue • facilitate student Version 3.0
-
Upload
brittany-moore -
Category
Documents
-
view
213 -
download
0
Transcript of Think Pad is a resource designed to: provide evidence of understanding and participation during...
Think Pad is a resource designed to:
• provide evidence of understanding and participation during student-to student dialogue
• facilitate student reflection on their thinking
Version 3.0
Main Myth about Learning
Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!
Prepared for the Professional Learning Network of the
SMYTH COUNTY SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com
October 2014
STEPPING UP FOR SUCCESS ON THE MATH SOL:
TAKING THE NEXT STEPS TOWARD AUTHENTIC ASSESSMENT This is you
This is the person next
to you
*Please download files from flexiblecreativity.com. Select View Presentation (by the crayons)
Begin by obtaining files (VSUP Presentation and VSUP Handout.) Thank you*
Good Instruction(Keep it Simple…Keep it Real)
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already
know more than we need to do that. Whether or not we do it
must finally depend on how we feel about the fact that we
haven’t so far.” ~Ron Edmonds
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)!
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?
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.
The Power of Our Questions
It’s All About: THE SECOND QUESTION
The
WHAT
CELEBRATE THE STRUGGLE
EssentialVocabulary
EssentialSkills
EssentialKnowledge
LEARNING TARGET
page29
The HOW will
I ENGAGE you!
1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers
.59 22
High-Yield Instructional Strategies
SAMPLECreate an
environment for learning
1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
High-Yield Instructional Strategies
Advanced Organizers
Use Visuals
Advanced organizers help students organize the information and retain 5 times more of the information.
VENN DIAGRAMS
red thick
small
VENN DIAGRAMS
LinearFunctions
QuadraticFunctions
Tools to Facilitate Deeper Thinking
Slope of line is zero
The line is__________
9
16 1 7
11
336
25
cause effect
a.
b. Place the numbers in the Venn Diagram:49 2 4 21
4
Stool – 42 cm
LaToya – 159 cm
Shoulder – 135 cm
Counter – 73 cm
Silk – 108 cm 42
+ 135
177
- 108
69
- 73
4 cm below
POSTER
Work Templatepage 13
1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012
Change”…is the law of life. And those who look only to the past or
present are certain to miss the future." - John F. Kennedy
4 – second partner
WHY ACADEMIC VOCABULARY?
Briefly share what you know about
photosynthesis.
Tell a chain story about the process of
photosynthesis…
…without using words that begin with:
P, L, T
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
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
Geometry
PLANE FIGURE VOLUME VERTEX
CONGRUENT CYLINDER
TRAPEZOID
Spin the Wordmodified
• Remove the cards from the bag.• Place the deck of cards face
down in the center of the table.• Determine the order of playing
by each person rolling the die.• Each card contains:
• Math vocabulary word, and• Method of giving clues
• Remember:• Each person has a turn,• Each person has a lifeline!
• Enjoy!
page
27
Name a number for the numerator of a fraction.
Convert the fraction to a decimal. Draw an image to represent the decimal.
Name a number for the denominator of the
fraction. Describe what you know about the
fraction.
Write the fraction in simplest form. Is the
fraction proper or improper?
Name a value for the slope of a line.
State and graph a line that is perpendicular to
the line.
Name a value for the y-intercept of the line.
Describe in words, then graph the line.
Name a number for the slope of a line.
Describe what you know about your line.
Name the equation of a line perpendicular to the
existing line. Explain your process.
Name a number for the y-intercept of a line.
Describe what you know about your line.
Graph the line. Explain your process.
Name a number for the numerator of a fraction.
Convert the fraction to a decimal. Draw an image to represent the decimal.
Name a number for the denominator of the
fraction. Describe what you know about the
fraction.
Write the fraction in simplest form. Is the
fraction proper or improper?
Name a value for the slope of a line.
State and graph a line that is perpendicular to
the line.
Name a value for the y-intercept of the line.
Describe in words, then graph the line.
Name a number for the slope of a line.
Describe what you know about your line.
Name the equation of a line perpendicular to the
existing line. Explain your process.
Name a number for the y-intercept of a line.
Describe what you know about your line.
Graph the line. Explain your process.
Rigor… with Nurturing!
A pilot wanted to know how many kilometers she flew on her last 3 flights. From NYC to London she flew 5,572 km. Then, from London to Beijing she flew 8,174 km. Finally, she flew 10,996 km from Beijing back to NYC. Round each number to the nearest thousand, then find the sum of the rounded numbers to estimate about how many kilometers the pilot flew.
Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler consumed 11,702 calories last week. Round each to the nearest thousand to find who consumed closer to the recommended number of calories. Use pictures, numbers, and words to explain.
The cost of tuition at Cornell University is 43,000 per year when rounded to the nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible amount the tuition could be?
A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning:
0 + 1,000 + 3,000 + 0 = 4,000Is the student’s reasoning correct? Use numbers and words o explain why or why not. If incorrect, explain a correct method.
Read carefully and follow directions. SHOW YOUR WORK.
1 2
3 4
Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude."
--Zig Ziglar
Dan
Motor MouthThings associated with
SCHOOL
BooksReport Cards
TeachersSchool BusCafeteriaPencilsErasers
Things associated with
Numbers
MixedPerfect Square
NumeratorNegative
FactorDivisor
Line
Things associated with
Shapes
VertexSymmetryOctagon
ReflectionComposite
SolidCylinder
Brain Break
