MHS PD Day

1. MHS PD Day

2. Good Morning

3. We are glad you are here

4. We will begin the next part of our session

5. We have developed this professional development session based on the feedback from the 77 MHS staff members who took the Project Graduation Survey • - 96% indicated they would like PD on how to • motivate students • - 87% indicated they would like PD on what to • do if a student falls behind in class • - 85% wanted more PD on how to work with their • at risk students (which benefits all students) • - Many of you indicated you would be willing to share these strategies with fellow staff members

6. In your breakout session, you will have the opportunity: • To recognize the strategies that you are already doing that promote motivation, help students stay current and work with at risk students. • To feel good about what you are already doing • To learn some cool things that your colleagues are doing • To not take yourself too seriously; there is no magic bullet for motivation, students falling behind or working with at risk students. • To laugh a lot • To develop a data base of strategies that you could incorporate into your routine that could add to your effectiveness and enjoyment. • ENGAGING YOUR STUDENTS IN THE CLASSROOM AND BEYOND

7. It is not us changing what we do but using what we do best to engage our students

8. What influences the strategies you choose in your classrooms for classroom management, course objectives, classroom activities and assessments? • The curriculum • Your desired outcomes • The required outcomes which includes common assessments • Time • Your personality • What you do best!

9. Clark Kent Strategist • Teaching strategies used are tried and true • Likes Routine when choosing teaching strategies • Students Know What to Expect

10. Teaching strategies may vary • Takes calculated risks with teaching strategies • Students are sometimes surprised   The Sandra Bullock Strategist

11. - Teaching strategies will vary • Goes outside of routine more often than not with teaching • strategies • - Students do not always know what to expect The MacGyver Strategist

12. Combo

13. Combo

14. Combo

15. BREAK OUT SESSIONS: We are about to break out into these sessions you see in your packet. Each group has an entirely different activity. ! When you get to your room assignment, begin immediately because you have a limited time to complete your activity. Please back here no later than 10:10.

16. Chapter 3 – What is Ecology?  We all pretty much do notes, notes, and more notes.  You can tell the kids they should care because the natural environment affects our standard of living and we affect the environment, but they don’t care.  Half our kids don’t even know was a corn field looks like.  A good number of them, when asked to create a food chain they would find in Monroe (something they should have received in 2nd grade) they too often include bears as predators in Monroe.  They think the bears, and wolves and moose even, live in Munson Park.  Even after a common species rundown and compilation of sample food chains, they will include the bears and wolves on the test.  This has to be either laziness or refusal.  I guess it could be one or 5 kids trying to be “smart-butts” in some cases.  They won’t engage themselves in trying to understand the world around them and the interconnectedness of our lives with nature.   Submitted by Sue Birdwell.

17. A local MHS chapter of Rosetta Rocks (not to be confused with Rosetta Stone) will tackle the science unit on Ecology that is a challenge for Sue Birdwell, Science Teacher extraordinaire! This cracker jack Rosette Rocks team consists of: • Cari Mitchey • Russ Columbus • Glen Zorn • Jill Koenemann • Jody McCollum • Kris Ray • Tara Dessauer • Victoria Sweet • Ryan Flanary • Sara Hoke • Sue Sacks

18. The Pi Teaching Activity If you experienced fear as the Pi dancers made their way to you, this teaching activity may not be for you.

19. If you would like to try this, here are some suggestions that could fit your personality:

20. The Clark Kent Strategist You could recruit a student in your class to demonstrate a song that fits your lesson. You could use professional pre-recorded video of an applicable song or past student singing.

21. The Sandra Bullock Strategist You could recruit a student in your class to demonstrate and you could be the backup or the one they are teaching to sing (Julie’s backup singers and dancers modeled this!)

22. The MacGyver Strategist Julie Oddo’s approach

23. REVIEW • Project Graduation Survey Question • Do you have strategies/methods that you use to measure a students learning on a daily basis that is not in the form of a graded homework assignment or quiz? • Results • 52% have existing strategies but would like more • 34% either have none or are working on them • 12% have several successful strategies

24. AN ASSESSMENT OF TODAY’S LESSON How do we find out if you achieved the objectives you chose?

25. Your choices were: • To not take yourself too seriously, there is no magic bullet that is the end all answer • To recognize the strategies, you currently use that promote motivation, help students stay current and work with at risk students. • To feel good about what you are already doing • To learn some cool things that my colleagues are doing • To laugh a lot • To use your worksheet to develop a data base of strategies that you could incorporate into your routine that would add to your effectiveness and enjoyment

26. So let’s find out! Group Review

27. ENGAGING STUDENTS IN THE CLASSROOM AND BEYOND FOLLOW UP For the over achievers who went above and beyond is this lesson: The following question is from the section in your folder titled; POSSIBLE DISCUSSION TOPICS FOR DEPARTMENT MEETINGS

28. Go to Lunch See ya at 12:30!!!!