Welcome Back

1. Welcome Back Presenters: Pam Lange Barb Rowenhorst Janet Hensley March 28, 2007

2. Outcomes • To develop teambuilding skills. • To determine the importance of measurement in everyday life and in all content areas. • To build a foundation for reinforcing effort and providing recognition to improve student achievement. • To increase knowledge of how looking at student work guides instruction.

3. Agenda 8:00 Overview, Welcome Teambuilding Instructional Strategy Math Standard – Measurement Break Instructional Strategy Recognizing Effort and Providing Recognition Lunch Looking at Student Work Celebration Team Planning 3:15-3:30 Closure

4. Transition

5. Transition Team Mascot • Number off from 1 – 7 • #1s are a group, #2s are a group, etc. • Using your names, or some variation of your names (first, middle, or last) create a team name and mascot, logo, or symbol • You can use actual names • You can use abbreviations or initials • You can use any form or version of your names

6. Team Mascot • Pam (P) • Barb (B) • Janet (J) PBJ Peanut Butter & Jelly We work together and stick together like PBJ.

7. Purpose Recognition for Effort Cooperative Learning Community of Learners Celebration Student Interaction Staff Celebration Staff Teambuilding Student Teambuilding

8. Math StrategyFocus - Measurement

9. Math District Target Areas What the standards say . . . • apply measurement concepts in practical applications • analyze and describe • use deductive and inductive reasoning • solve problems from a variety of perspectives • practical applications • study problems and draw conclusions • to predict outcomes and solve problems

10. How Important is Measurement? In 1999, an engineer delivered navigation information in English rather than in metric units. This error resulted in the loss of a Mars Climate Orbiter valued at $125 million.

11. Focusing Questions • What evidence do we have that measurement is difficult, but important? • What is the nature of the difficultly? • How can the complexity of measurement be addressed by the curriculum?

12. How Big is A Foot? • Form groups of five • one person from each building, per group • Read How Big is A Foot? (Myller, 1962) • Complete Measurement Activity • Refer to handout

13. How Important is Measurement? Discuss the prompts below Record answers on chart paper • Describe the different measurement concepts used in this activity. • Thinking about this activity, why do students have a difficult time with measurement? • Using a web graphic organizer, brainstorm how ALL content areas could incorporate measurement into every day teaching and learning?

14. Break/Team Planning Time

15. Reinforcing Effort and Providing Recognition

16. Candy Bar Activity • Building level teams • Team practice the “state champion wrestling cheer”

17. Effort & RecognitionDirections #1 • Place the glass anywhere on the table. • Each team member drops the candy bar into the glass. • For each candy bar that lands in the glass, each team member loudly “cheers.” • RULE: No additional explanation or rules.

18. Effort & RecognitionDirections #2 • Place the glass at the “farthest” end of the table. • Each team member takes a turn throwing the candy bar into the glass. • The team member throwing remains the thrower until his/her candy bar gets in the glass. • For each candy bar that lands in the glass, each team member loudly “cheers.” • RULE: No one touches the glass.

19. Effort & RecognitionDirections #3 • Place the glass upside down on the table. • Each team member places the candy bar into the glass. • For each candy bar that gets placed in the glass, the team loudly “cheers.” • Rule: The glass cannot be “touched” or “moved.”

20. Purpose • To teach students about the relationship between effortand achievement. • To recognize students for the progress they are making toward goals.

21. Research Student achievement can increase when teachers show the relationship between an increase in effort to an increase in success. Craske, 1985; VanOverwalle & DeMetsenaere, 1990

22. Instructional Strategies that Affect Student Achievement

23. Teaching students that added effort will pay off in terms of enhanced achievement actually increases student achievement!

24. Effort-Achievement Comparison Graph

25. Double Entry JournalHandbook for Classroom Instruction That Works • Half Read: Reinforcing Effort Pages 97-102 • Half Read: Providing Recognition Pages 107-111 • Complete the Double Entry Journal • Pair Share

26. Discuss at your table… Which is more important to recognize? Achievement Or Effort

27. Reinforcing Effort and Providing Recognition can help students learn one of the most valuable lessons they can learn… the harder you try, the more successful you are!

28. Team Planning Time

29. Looking at Student Work

30. Instructional Strategies that Affect Student Achievement

31. Previous Sessions “Looking at Student Work” • Sticky notes activity • “Looking at Student Work Protocol” • But what about the WHOLE class? • Low • Middle • High

32. Looking at Student Work If teachers work together to examine their students’ and their own work, they’ll be asking: What am I teaching? Why am I teaching it? How am I teaching it? Why am I teaching it this way? How do I know my students are getting it? How domy students know they are getting it?

34. 6 + 1 Writing Traits Rubric (One Pager) • Focus for today: Organization Trait

35. ‘Looking at Student Work’ Form and Protocol Section #1: Discuss the teacher’s expectation of student work and each record response. Determine the Writing Standard being addressed. Section #2: Sort the students’ work into 3 piles using the 6+1 Trait Rubric (high, middle, low). List the students’ numbers under each category. Estimate the % of ENTIRE class. Section #3: Select one student from each category to record observations.

36. ‘Looking at Student Work’ Form and Protocol Section #4: Determine learning needs for each student. Section #5: Most important section Select and create the differentiated strategy or strategies that can be taught to each group of students. All Students Section: Any strategies that could be implemented “whole” group – all students.

37. Large Group Report What ideas did you gain from using this protocol? • How would you develop a way to look at student work in your grade/building? • How would you give feedback to the student after looking at the student work? • How would you address the academic needs after assessing the student work? Blooms' Application

38. Math and Reading Perception Survey

40. Survey Results Green Focus Area for PASS Trainers Red Focus Area for Individual Buildings

41. Survey Results Examining the weakness columns • What are some areas that are being addressed at the school level? • What are some areas that are being addressed or discussed in the K-12 content level afternoon meetings on the in-service days? Next steps? How can this data be useful as we continue to move forward?

42. Recognition Celebration

43. PASS Team Awards“The PASScars”For Best Work by PASS Team Personnel

44. Recognition and Celebration

45. PASS Survey http://survey.tie.net/surveys/pass0407.htm

47. Team Planning Time