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Prepared for the New Members of the Collaborative Learning Team Newton County Schools

CELEBRATE THE STRUGGLE: Our Mission is to Provide Educational Excellence for All. Essential Vocabulary. Essential Skills. LEARNING TARGET. Essential Knowledge. High Expectations. Prepared for the New Members of the Collaborative Learning Team Newton County Schools

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Prepared for the New Members of the Collaborative Learning Team Newton County Schools

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  1. CELEBRATE THE STRUGGLE: Our Mission is to Provide Educational Excellence for All Essential Vocabulary Essential Skills LEARNING TARGET Essential Knowledge High Expectations Prepared for the New Members of the Collaborative Learning Team Newton County Schools by Dan Mulligan, Ed. D., flexiblecreativity.com July 2014

  2. page 4 Resources to Share

  3. Educational Excellence To develop the skills and habits associated with lifelong learning, students must: • LEARN beyond the simple recall of facts • UNDERSTAND the connections to and implications of what they learn • RETAIN what they learn • BE ABLE TO APPLY what they learn in new contexts To build the capacity of personnelto deliver high quality instruction through: • Using Research-Based Instructional Strategies in classrooms (RBIS) • Building the Background Knowledge of students during the school day (BBK) • Integrating the use of technology in classroom lessons (TI)

  4. 4 – second partner Find a new friend in the room. Introduce yourself and share what you ‘do’. Share what you will be doing and your school! Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)!

  5. instructional strategies Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of instructional strategies with fidelity. Enjoy working with your new best friend.

  6. Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary • Three types of curricula exist in any classroom: • The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. • The Implemented Curriculum: content/skill actually delivered by the teacher. • The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

  7. The WHAT georgiastandards.org

  8. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

  9. It’s All About: The Second Question

  10. GoodInstruction(Keep it Simple…Keep it Real) “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” ~Ron Edmonds

  11. 4 – second partner Did you bring your handout with you? I just love these Dan Mulligan workshops! Find a new friend in the room. Find 2 comfortable seats and relax.

  12. page 18 Framework for Instructional PlanningMcREL, 2012 The Opening • Create an Environment for Learning • Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills • Helping Students Develop Understanding • Integrating prior knowledge with new knowledge • Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought • Helping Students Extend and Apply Knowledge • Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts. The Work Period The Closing

  13. Organizing Theme: Things someone would say… EDUCATIONAL STAKEHOLDER EDITION Trivia Triangle Cafeteria Worker 200 POINTS Parent Student 100 POINTS 100 POINTS Principal Superintendent Teacher 50 POINTS 50 POINTS 50 POINTS

  14. Science Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS

  15. Health/PE Body Mass 200 POINTS Equipment Nutrition 100 POINTS 100 POINTS Movement Wellness Endurance 50 POINTS 50 POINTS 50 POINTS

  16. FINE ARTS RHYTHM 200 POINTS VISUAL MELODY 100 POINTS 100 POINTS ILLUSION ARCHITECTURE COMPOSER 50 POINTS 50 POINTS 50 POINTS

  17. http://etc.usf.edu/clipart/

  18. Identifying Similarities and Differences

  19. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.

  20. page 46 Work with your partner to prepare a conceptual example that can be shared with your staff.

  21. SPREAD the LOVE Introduce your partner to the other people at your table.

  22. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

  23. VENN DIAGRAMS red thick small

  24. VENN DIAGRAMS Fractions Decimals

  25. Common Core assessments feature increased use of graphic organizers to assess at a deeper level… Grade 4 Grade 7

  26. ORGANIZATION

  27. HIGHLIGHTER

  28. Glossary in the back of the notebook for Essential Vocabulary

  29. Latoya and Kirk

  30. 4 – second partner Did you bring your handout with you? I just love these Dan Mulligan workshops! Find a new friend in the room. Find 2 comfortable seats and relax.

  31. Depth of Knowledge (Thinking) pages 9 - 13 • Level 1 Recall of a fact, information, or procedure • Level 2 Use information or conceptual knowledge, two or more steps, etc. • Level 3 Requires reasoning, developing a plan or sequence of steps, some complexity, more than one possible answer • Level 4 Requires an investigation, time to think and process multiple conditions of the problem

  32. page 32 Modeling DOK Waiting for the Train

  33. pages 9 - 13 Indicators of DOK

  34. SpintheWord modified • Remove the cards from the bag. • Place the deck of cards face down in the center of the table. • Determine the order of playing by each person rolling the die. • Each card contains: • Math vocabulary word, and • Method of giving clues • Remember: • Each person has a turn, • Each person has a lifeline! • Enjoy!

  35. Click on the arrow to start and stop spinner.

  36. Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding

  37. 1 4 Team Turn 2 3

  38. page 49

  39. 4 – second partner Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)!

  40. Talk to Me… • Directions • Form a team of EIGHT (8) people… • Determine the person with the most sisters and then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!! • Determine the person with the least sisters and send them to pick-up a grid sheet for each person. • Distribute a grid sheet to each team member.

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