New Teacher Training II November 7, 2013

1. Thinking & Challenging Work New Teacher Training II November 7, 2013

2. What road do you travel? • A. Dirt Road- Rarely • B. Paved Road-Sometimes • C. Highway-Often • D. Yellow Brick Road- Always • How often do you plan for the needs of your students ? • How often do you take your students’ learning style into consideration? • How often do you model the thinking process for your students? • How often do you differentiate your instruction?

3. Learning Targets : • Reflect on how the descriptors within Teach 3 and 5 work to engage students and promote higher level thinking skills • Practice techniques for extending student knowledge while differentiating instruction • Develop strategies to create assessing and advancing questions using the “stretch it “ method (TLAC).

4. Connections Across the Indicators (Consensus Mapping Activity) Teach 5 • Use strategies that develop higher level thinking skills • Asking questions and including tasks that move students beyond their initial thinking Teach 3 • Engages students at all levels of learning • Incorporating activities and materials that sustain student attention at all learning levels/styles throughout the lesson

5. What does Teach 3 look like? Actions of the teacher : • Leading instructional decisions based on student readiness, interests, and learning preferences. • Creating opportunities for all students to achieve the same learning objective. • Content, process, product Complex Text: • Map • Chart • Graph • Chapter text excerpt • Picture • Political Cartoon • Article • Timeline • Work of Art

6. What does Teach 5 look like? • Actions of the Teacher: • Engages students in activities and discussions that build solid foundations • Engages students in task, activities, strategies that address multiple types of thinking relevant to the content and objective • Models process for generating and asking questions • Provides suggestions and/or redirects with questions rather than provide answers • Asks questions and includes tasks that move students beyond current mastery levels • Requires students to cite relevant evidence • Challenges students to engage with complex materials • Actions of the Students: • Monitor their thinking to ensure they understand • Attend to critical information • Generate questions independently

7. MODELING • Emulating others is a basic way of learning. • Model what you expect. (Make the thought process visible.) • STRUCTURING • Plan throughout the day with clear expectations. • Provide opportunities for interaction. • Address all learning styles. • QUESTIONING • Ask higher-level questions. • Present problems and open ended questions, which require students to think. Handout 1 • RESPONDING • Provide wait time. • Accept responses without judgment. • Clarify when you don’t understand. • Provide feedback.

8. Demystifying the Think-Aloud Step 1 • Think Aloud Stems • When I see this I think… • This reminds me of… • The academic vocabulary it refers to is • I see a connection between • I can infer • An example related to our text is Explain why Step 2 Ask yourself questions Step 3 Debrief Step 4 Record Step 5 Practice

9. How would you select the best title for this cartoon? (Analytical Thinking) a. “NAFTA Members Prepare for Picnic!” b. “NAFTA Members Graciously Share Business Ventures!” c. “NAFTA Members Cover Up Conspiracy!” d. “NAFTA Members Vie For Business!”

10. How would you select the best title for this cartoon Explain 5 thinking processes you used to make your decision (Analytical Thinking) • Criticisms of NAFTA • B. Workers Abroad love their jobs. • C. Cracking the Whip for Fun • D. Martin Luther King and the Civil Rights Movement

11. Assessing /Advancing Summary Stretch it ! *Helps differentiate instruction for students who might otherwise be coasting. It also creates a responsive climate that direct student’s thinking. Misconception: • Asking good questions is something teachers can do naturally, “on the fly. • The Truth: • Strategic questioning : • Takes planning • Careful teacher observation to develop over time.

12. Techniques for Extending Student Knowledgehttps://www.inkling.com/read/teach-like-a-champion-doug-lemov-1st/chapter-1/video-clip-4 • Stretch It! • Ask how or why • Ask for another way to answer • Ask for a better word • Ask for evidence • Ask students to integrate a related skill • Ask students to apply the same skill in a new setting Technique # 3

13. Practice Stretch It • On your tables, you will find a colored envelope. • Inside the envelope are 3 different situations and the 6 types of Stretch It questions. • Select a member of your team to read the situations. • The goal will be to match the situation to the appropriate type of Stretch It question. • Continue this process with a different situation, until all matches have been made. • Table groups will have 8 minutes to complete activity. • Afterwards table groups will compare answers aloud. • Applying STRETCH IT ! • How can you align this technique with the subject you teach?

14. Revisiting the Objectives • Reflect on how the descriptors within Teach 3 and 5 work to engage students and promote higher level thinking skills • Practice techniques for extending student knowledge while differentiating instruction • Develop strategies to create assessing and advancing questions using the “stretch it “ method (TLAC).

15. Exit Ticket • Explain how you will apply the learning from today’s session in your classroom ? • As you return to your classroom, what is your greatest need for support so far?