Opening Conversation

1. Opening Conversation Spend a few moments looking at the card you received and consider and then write about how the card is like your life, and how it is different. Write your thoughts on this sheet so you can share them with a partner. Your card has at least one partner in the room. Circulate among your colleagues at other tables to find your card partner. Have a conversation about which image might be the original and which was derived later, and how the image has been changed over time. Then, with your partner, share some of the ways the card is like your life and how it is different. When you and your partner have had a complete conversation about your cards travel to another group of card holders and share your images and responses with them.

2. WELCOME toPerpich Arts Integration Network of Teachers October 13, 2010 Lakes Country Service Cooperative

3. Thank you! We appreciate the time you are taking from your students and classrooms to work together with each other.

4. Words for Kinesthetic Response Sunshine Cactus Blossom Breaking Growing Confessing Snow Forgiveness Bridge Leaf

5. Essential and Unit Questions Essential questions: Focus on deep understandings of the topic/theme(s) being considered, fundamental human conditions that emerge from the topic/theme(s), and a deep meaning and reaction to the topic/theme(s) Are relevant and meaningful for students, and Encourage deep exploration of ideas related to the topic/theme(s) Example: Must a story have a moral, heroes and villains? Unitquestions: Are specific to a particular subject-and topic-specific Frame particular content and inquiry. Example: What is the moral of the story of the Holocaust? Is Huck Finn a hero? The distinction between essential and unit questions is not black and white. Instead they should be viewed along a continuum of specificity.

6. A Blessing • Essential Question: How Do Our Personal Experiences Influence Our Responses to Poetry (Art)? • Unit Question: What is underneath this poem? For example, what is the emotional subtext.

7. Benchmarks • High School Dance • Strand I: Artistic Foundations • Standard 3:Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. • Benchmark 2. Synthesize and expressan individual view of the meanings and functions of dance such as dance as art, ritual, cultural expressions, entertainment, spectacle and its social contexts. And • High School English Language Arts • Strand I: Reading and Literature • Sub-Strand D. Literature • Standard 1: The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts. • Benchmark 14. Respond to literature using ideas and details from the text to support reactionsand make literary connections. Or • Common Core Reading Standards for Literature 6-12 • Grades 9-10 students • 9.4.4.4 – Craft and Structures • Determine the meaningof words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone • 9.4.7.7 -- Integration of knowledge and ideas • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

8. Learning Goals The student will: • Synthesize and express an individual interpretation of the subtext of a poem using ideas and details from the poem (R, P/P) • Determine the meanings of words and phrases in selected portions of a poem and analyze the representation of poetic meanings in words and movement (R) • Apply dance and literary art to create an interpretation of the subtext of a poem (P/P)

9. In Your Group • Select a group member to reread the entire poem • Ask questions about the poem to get at the subtext of the poem, for example: • How are the blessings in this poem similar to and different from the blessings of my life? • How do eyes darken with kindness? • Identify meaningful words & images and work with a partner to create movement

10. Illustrate – Elaborate - Share • Create a satisfying group sequence • Insert words and movement describing personal blessings • Rehearse your piece: • Include reading of the poem section before, during, or after your movement composition • Choose an accompaniment from the choices provided • Perform

11. Questions for Reflection How was this lesson similar to, or different from the way you learned about poetry in high school? Which of the three large processes—create, perform, respond—does this lesson incorporate? What are the implications of this activity for content literacy in your classroom? Is this activity applicable across arts and non-arts content areas? Example? What questions do you have about this activity and why we did it this morning?

12. Questions for Today Our Essential Question: introduced this summer: • How will we use collaboration and arts integration with other content areas to design learning that is enduring and engaging for the student? Unit question for this meeting: • How can collaborative teacher inquiry about student learning inform good draft plans for, and delivery of, high-quality standards-based arts integration?

13. Meeting Goals • Introduce school level collaborative professional inquiry for teachers • Provide feedback and vicarious learning through sharing and responding to team plans • Introduce learning goals

14. Project Products By June 30, 2011 our participants will have demonstrated/produced/shown: • Well-designed units of instruction integrating the arts with other content areas • Selected documentation of student learning resulting from the units of instruction • Developed and shared accounts of personal and collaborative inquiry and professional learning

17. Reflective Practice and Collaborative Professional Inquiry: This is what we know about reflective practice: • Student learning is directly linked to staff learning, and engaging in reflective practice increases staff learning. • As teacher reflective practice grows from individual teachers, to partners, to small groups, the potential positive impact increases • Reflective practice means asking powerful questions of ourselves and using classroom level information (observation, surveys, student work, interviews . . .) to pursue those questions then sharing what we’ve learned (see handout for research bibliography)

18. Danielson on Reflective Practice Distinguished • Accuracy: thoughtful and accurate assessment of lesson’s effectiveness and extent it achieved instructional outcomes, citing many specific examples and weighing each • Use in future teaching: draws on extensive repertoire of skills to offer specific alternatives actions, and evaluations probably success of different actions Proficient • Accuracy: accurate assessment of lesson effectiveness and success in achieving instructional outcomes and cites general references to support judgments • Use in future teaching: can make some specific suggestions to be tried in future lesson delivery Basic • Accuracy: generally accurate impression of lesson effectiveness and level of achievement of outcomes • Use in future teaching: can make general suggestions to be tried in future lesson delivery Unsatisfactory • Accuracy: doesn’t know effectiveness, and misjudges success of lesson • Use in future teaching: can make no suggestions to improve future lesson delivery

19. INTASC – CCSSOBenchmarks for Reflective Practice • Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice. • The teacher draws upon professional, community and technological resources, within and outside the school, as supports for reflection and problem-solving. • The teacher reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences. • The teacher advocates, models and teaches safe, legal, and ethical use of information and technology including respect for intellectual property, and the appropriate documentation of sources, and the appropriate management of ethical boundaries with students. • The teacher thoughtfully advocates for providing all students with rich, deep and engaging curriculum and learning experiences. • The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.

21. Student Need and Why You Think this is So • spend a few moments thinking about student need in your classroom and school, and the evidence you have noticed that tells you about that need – write it on tool #10 • When you have a large and fast list, identify the three needs that have the highest priority for you • share your list of high priority needs and evidences with your teammates. • as you talk notice how your lists are similar and different. • have a summary conversation about the level of excitement or urgency you noticed attached to particular needs as well as about the quality of evidence linked to each exciting or urgent need.

22. The first level of question is: How can my teaching respond to this particular student need. With your table colleagues engaged with the same student need, use the Tool for Developing Questions about High Quality Arts Integration #10 and ask each other questions based on that need, and about each of the categories that describe features of collaborative arts integration. Individually, and then in your group, take a look at the questions about arts integration that our facilitation team has listed #11. Do you see one or more questions reflecting the student need you’ve identified in any of them? If so, highlight it.

23. Vary and Check your Question • Practice rephrasing your question using the “stems” listed on the back of tool #10 • Which questions seem most productive for you now? • Check the feasibility of your common question on tool #12, and when you and your colleagues are satisfied . . . • Complete tool #13 Collaborative Inquiry Plan

24. Flip Camera – Lunch Assignment(use #14 flip camera instructions to help you learn how to operate the camera) Lunchtime Instructions: (Goal is for each of us to have used the camera, not to have a complete interview in each case) You’ve worked this morning on your collaborative professional inquiry question. With your team practice shooting video while taking turns leading a very brief interview by asking these questions: • Please tell me the question you’ve developed, or a couple of question candidates that are on your mind right now • What student need helped you come to this (these) question(s)?

25. School Groups for Plan Sharing • Use the #15 Team 2 Team response tool for presentation and discussion totaling 15 minutes per team (not per project – multiple projects from one school team will have to fit into the 15 minute time), so you need to prioritize. • Determine to end your presentation in time to receive feedback from your colleagues from other schools. We recommend 10 minutes for presentation and 5 minutes for response. • We aim to begin meetings with your facilitators by 2pm latest. Keep track of the time we are allocating for your group and for your colleagues in the 8 other groups. Elementary Group: • Lake Pk Audubon • Osakis • Wheaton High School/Secondary Group 1 • Hawley • Moorhead • Morris High School/Secondary Group 2 • New York Mills • Perham • Rothsay

26. Learning Goals Recent research on student achievement underscores the importance of having clear goals for teaching and providing clear and reliable formative assessment for learning (Ed Trust 2005, Black and Wiliam 2004, Marzano 2003).

27. Benefits of Clear Learning Goals We found Stiggins’ work and the alignment process helpful for the following reasons. It has: • provided a lens to examine the learning required by standards/benchmarks with greater precision • allowed us to “marry” the learning requirements of the standard benchmarks with teachers’ individual classroom curriculum through the process of writing clear, focused classroom learning goals (see the checklist for writing classroom learning goals) • given us a process for talking not only about the what of teaching goals at district and classroom levels, but also pointed us toward possible hows of assessing student learning • informed the work of developing K-12 guideline rubrics (which we began four years ago) to support teachers in determining scoring criteria for judging the quality of student learning • allowed teachers to be more selective as they work for effective, efficient, multiple and varied assessments of learning while expanding their grasp of the often unanticipated, rich and deeply personal connections students make in their learning

28. The Tech Savvy PAINT Participant Practices These Skills 1. Create a page on your wiki with your name as the title and begin a journal for your inquiry process 2. Download the clip someone took of you at lunch from your camera to flipshare 3. Work in FlipShare using the scissor icon (editing) to edit your clip into something more succinct, or something silly 4. Use the "movie" button under create to make a shareable full-length movie or use the automatic movie making function 5. Use the "snapshot" button under create to make a still photo from your video segment 6. Create a computer folder to hold the movie you want to upload by using the "online" flipsharebutton 7. Drag one or your movies and a still photo onto the share window 8. Go to your wiki and upload the photo and movie from the computer folder you created with flipshare to hold files to upload

29. Thanks for the GREAT Day!! Travel safely and we will see you very soon. Your Perpich Arts Integration Project Facilitators