New Teacher Institute Day Three

1. New Teacher Institute Day Three Instructional Delivery

2. New Teacher Institute Vision: Empowering Cobb Teachers to Support Our Students New Teacher Institute Mission: The mission of the Institute is to engage new teachers in high quality professional learning that is research-based and supports the rigor and relevance needed to provide effective classroom instruction for all students. (2007, 2014) Increasing Student Achievement Professionalism Communication Instructional Delivery Planning Assessment of and for Learning Georgia Department of Education – Teacher Assessment on Performance Standards (2012) Cobb County School District- Cobb KEYS (2014) Learning Environment

3. Teacher Performance Standards Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. Differentiated Instruction: The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

4. Teacher Performance Standards Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

5. Warm-Up: Checking In… Using 1 of the sentence starters, honestly reflect on how you are feeling about starting the new school year. Write your response on a sticky note and post on our chart. The central issue(s) is (are)… One consequence of ______________ could be… If __________________, then… I’m not sure… Although it seems… • I don’t understand… • I noticed… • I wonder… • I was reminded of… • I think… • I’m surprised that… • I’d like to know… • I realized… • If I were…

6. Cell Phone Buddy Find your Cell Phone Buddy #7, and discuss 1big idea that was learned through your personal research on assessment? “Learning” Partners Toolbox

7. Whiteboard Check four less than 12 times a number 2.5 times a number minus eleven and three-tenths the sum of six and five-eighths and two and one-third fifty-one subtracted from ninety-nine

8. Essential Question:How does the use of research based strategies help in teaching key knowledge and skills ?

9. STAGE 1 Identify desired results STAGE 2 Determine acceptable evidence STAGE 3 Plan learning experiences And instruction Grant Wiggins, Jay McTighe, Understanding by Design, 2004

10. If you had to define Effective Teaching By yourself – Write down as many key terms that you would include in your definition With a partner- Decide on 4 key terms you can both agree on to include in the definition As a table – As a table write a definition of Learning

11. 10% of what we read 20% of what we hear Passive 30% of what we see 50% of what we see and hear 70% of what we say Active 90% of what we say and do

12. Differentiation (Human Graph) Differentiation is a GREEN Light/GO…I use it frequently with students. I could teach others about it! Differentiation is a “Slow Down/Proceed With Caution”. I think I know about it and have tried it once with my students. Differentiation is a RED Light/STOP… I do not use it frequently with students.

13. PUTTING DIFFERENTIATIONINTO PRACTICE WHAT IS DIFFERENTIATION? WHAT DO WE DIFFERENTIATE? WHY DO WE DIFFERENTIATE?

14. What is Differentiation? Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom. --Facilitator’s Guide for At Work in the Differentiated Classroom, 103. https://www.youtube.com/watch?v=01798frimeQ Carol Ann Tomlinson--background video differentiation

15. What Do We Differentiate? Teachers may change the content, process, products, orlearning environmentof a class according to student’s readiness, interests, or learning profile https://www.youtube.com/watch?v=ek9jopHITIM Elementary Guided reading groups--funny--about classroom management in a differentiated classroom

16. Differentiation Concept Map Teachers can differentiate Step 1 What we differentiate Content Process Product Learning Environment according to student’s Step 2 Why we differentiate Readiness Interests Learning Profile Adapted from Leadership for Differentiating Schools and Classrooms

17. A Closer Look at Differentiation DIFFERENTIATION WITH THINKING MAPS CONTENT PROCESS PRODUCT How resources match the level of the students. Aligns to the CCGPS. How students will be engaged in using the content to be learned. How students will give evidence of the content they understand and know.

18. Essential Principles of Differentiation Good Curriculum Comes First All Tasks Should Be Respectful of the Learner When in Doubt, Teach Up Use Flexible Grouping Become an Assessment Junkie Grade for Growth --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

19. How Do We Differentiate? Content Product Process DIFFERENTIATION LearningEnvironment

20. Process • Presentation of content • Learning activities for students • Questions that are asked, • Teaching methods and thinking skills that teachers and students employ to relate, acquire, and assess understanding of content • Products • Products are the culminating projects and performances that result from instruction. • They ask the student to rehearse, apply, or extend what s/he has learned in a unit. • A product or performance provides the vehicle that allows students to consolidate learning and communicate ideas. • Learning Environment • The way the classroom looks and/or feels • The types of interaction that occur • The roles and relationships between and among teachers and students • The expectations for growth and success • The sense of mutual respect, fairness, and safety present in the classroom. • Content • Ideas, concepts, descriptive information, and facts, • Rules, and principles that the student needs to learn. • Content can be differentiated through depth, complexity, • novelty, and acceleration. • DOES NOT MEAN CHANGING THE CURRICULUM!!!!!!!!

22. What it’s NOT… • Fluffy projects • Busy work • Harder assignments for the whole class • Teaching “to the middle” • Getting mean when grading papers • Giving the same assignments and expecting different results

23. Gallery Walk of Differentiation Strategies • On your gallery walk, you will review about 6 differentiation strategies. • As you review each strategy, use a 6 square foldable to take notes on what each strategy is and how you might use it in your classroom. • After you have visited each station and taken notes, reflect on the back about which strategy you will try in your classroom and why. • After you have reflected, go to the chart with the differentiation strategies listed and indicate your comfort level for each one.

24. Case Study In groups you will be given a group of student's that you will be teaching in a few days. Please develop a lesson that meets the needs of all the students within your group. -Case Study Students -Standard you will teaching -Strategy foldable (Remember Product, Process, Content)

25. Suggestions • Do you feel like you are already doing this! • Start small: one lesson, one unit, one assessment, one week, one semester, one course, one year, one career… • You can keep it simple • Bottom line: change is good for students AND teachers!

26. Effective Teaching Strategies What every Cobb teacher needs to know… Classroom Instruction That Works Robert Marzano, Debra Pickering, Jane E. Pollock, Association for Supervision and Curriculum, 2001 Multiple copies of this resource is available for check-out through the Professional Learning Resource Center, and in your local school professional libraries.

27. How does this impact me? • The “art” of teaching is becoming the “science” of teaching • Findings support the most important factor affecting student learning is the TEACHER • The research gives teachers the strategies to be highly effective

28. Impact on Student Achievement • Rank order the strategies in terms of their impact on student achievement • Number one would be the strategy that would have the biggest impact on student achievement • Remember these are strategies that we use with students

29. Collective Wisdom… • With your table partners, brainstorm all research based effective teaching strategies • Rank order the strategies in terms of their impact on student achievement • Number one would be the strategy that would have the biggest impact on student achievement • Remember these are strategies that we use with students

30. Categories of Instructional Strategies That Affect Student Achievement Figure 1.3 (page 7) in Classroom Instruction that Works (2001). Permission for use granted by McREL (Maura McGrath) on 6/4/14. Copies available for checkout through Professional Learning.

31. Essential Question:How does evidence of learning drive instruction?

32. Let’s Get Started… • Using the paper provided, we will make a Flip Book to use as our note-taking device. • As we discuss each of these effective teaching strategies, take notes using words and diagrams.

33. Similarities and Differences What do you need to know? • Involve identifying how items, events, processes, or concepts are similar and differentbased on characteristics • Graphic & symbolic representations of similarities & differences enhance student understanding of content

34. Identifying Similarities & Differences • Comparing - identification of important characteristics • Classifying - organizing elements into groups based on similarities • Metaphors - making a connection by an abstract or non-literal relationship • Analogies - helping us see how dissimilar things are similar (remember the old vocabulary activities A:B as C:D)

35. Example: Comparison Matrix Item #1 Item #2 Item #3

36. 2. Note taking and Summarizing What do you need to know? • Note-taking • Verbatim notes are ineffective • Students should do something with their notes • Notes are the study guide • Summarizing • Students must learn to reword some ideas, delete and reorganize information • Both involve numerous mental processes • There is NO one correct way to take notes

37. Note taking and Summarizing ExampleStrategies

38. Incredible Shrinking Notes • Listen to or read a grade appropriate reading selection. • Fill a 3 x 5 inch sticky note or card with important facts from the reading selection. • Narrow down those notes to the most important notes that will fit on a medium sized (approximately 3 x 3 inch) sticky note or card. • Narrow down those notes to the most important notes that will fit on a small (approximately 1 x 2 inch) sticky note or card.

39. Unit Title Islam oil Middle East Christianity Judaism desert irrigation theocracy

40. Reinforcing Effort and Providing RecognitionWhat do you need to know? • Not all students realize the importance of believing in effort • Students can learn to change their beliefs to an emphasis on effort • Teachers must explicitly teach and exemplify the connection between effort and achievement • Abstract symbolic recognition is more effective than tangible rewards—PRAISE, PRAISE, PRAISE!

41. Reinforcing Effort and Providing Recognition

42. Effort and Achievement Chart

43. 4. Homework and Practice What do you need to know? • The purpose of homework should be identified and articulated. • If homework is assigned, it should be addressed in a timely manner. • Homework is most effective when the student receives feedback.

44. Homework and PracticeStrategies • Establish and communicate your homework policy. • Design homework that clearly articulates the purpose & outcome. • Read pages 684-690 to identify three causes of World War II in preparation for tomorrow’s class. • Practice your first 10 sight words. We will use these to play BINGO tomorrow.)

45. More Strategies for Homework • Mastering a skill requires a fair amount of focused practice. It is not until students have practiced upwards of 24 times that they reach 80 % competency. • Repetition of skills in different formats or contexts. • Homework provides opportunities for students to practice what cannot be accomplished during class time.

46. 5. Nonlinguistic Representations What do you need to know? • Research supports that knowledge is stored in two forms: a linguistic form and an imagery form • Teachers overuse the linguistic format for learning • Engage students in the creation and use of nonlinguistic representations of knowledge increases activity in the brain • Incorporate more and more of these in your classroom increases student understanding of the content

47. Nonlinguistic Representations Strategies • Graphic organizers • Physical models, representations—lab activities, building models • Mental pictures (Imagine that…) • Drawing pictures, pictographs • Kinesthetic activities (Human graph, total physical response, songs with hand motions)

48. Descriptive Pattern Organizer • Represents facts about people, places, things and events • No need for order

49. Time Sequence Pattern Organizer Organized in specific chronological order

50. Examples of Pictographs