Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of

1. THINKING GOES TO SCHOOL Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. December 2009

2. “Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap • Critical Thinking and Problem-Solving • Collaboration across Networks and Leading by Influence • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and Imagination “Rigor” is using academic knowledge to create new knowledge/content and to solve real problems. “Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor”

3. Stacking Cups Supplies Please send a team member to obtain the supplies for your team.

4. Stacking Cups Supplies • Team Task: • Your team task is to create the pyramid of cups (illustrated above); • without touching the cups; • using each of the 6 pieces of string and the rubber band; • each team member must participate in the solution. • Team Procedure: • analyze and reach consensus on a method of solution; • value each person’s opinion and contribution; • After consensus, execute (modify as needed) your team’s plan.

5. Self-Assessment Tool Setting objectives & Providing Feedback

7. TOALLSTUDENTSTHINKING… Moving BEYOND“the correct answer” My only skill is taking tests.

9. 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?

10. Personal Learning Goals • I will recognize strategies that have improved achievement for our students; • I will use data to focus additional improvement efforts to reach more students; • I will support my peers by offering constructive feedback to improve their efforts; and • I will enjoy working with my colleagues!

11. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

13. There are three parts to any research-based lesson: • Beginning– ‘check for’ and ‘build’ background knowledge of each student; • During– teach and actively engage each student in new content – making connections to prior knowledge; • End– check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson

14. Beginning– ‘check for’ and ‘build’ background while providing each student with a context for what is to be learned and understood;

15. Mix itUpin the Box • Listen for the topic and the amount of time; • Silently mix around the room; • When directed, pair up with person closest to you; • In pairs, Partner A shares and Partner B listens; • Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; • Record summary of partners response; then • Switch Roles

16. Thinking inside the Box What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning. Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______ How often to teachers develop and administer common assessments? What do teachers ‘do’ with the results?

17. What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels. Other team members can then share their findings. To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning. Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______ How often to teachers develop and administer common assessments? What do teachers ‘do’ with the results?

21. Types of pictures: • Draw the actual thing. Marine biologist

22. Types of pictures: • Draw the actual thing. Abraham Lincoln

23. Types of pictures: • Draw the concept. Mutualism When one thing helps another.

24. Types of pictures: • Draw the concept. Change

25. Types of pictures: • Draw an example. Explorer

26. Types of pictures: • Draw the concept. revolve

27. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

28. http://visual.merriam-webster.com/

31. Vocabulary Cartoons Sam, Max, and Bryan Burchers New Monic Books ISBN 0-9652422-7-7

32. Organizing Theme: Things someone would say… SPECIAL ELECTION 2008 EDITION Trivia Triangle Barak Obama! 200 POINTS Sarah Palin John Kyle 100 POINTS 100 POINTS Cindy McCain Bill Clinton George Bush 50 POINTS 50 POINTS 50 POINTS

33. Grade 1 English Parts of a book Words that start withTt Words that start with Mm Words with the long e vowel sound Words with the longivowel sound Words with the long avowel sound 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

34. Grade 2 Math Ruler 200 POINTS Line of Symmetry Pattern 100 POINTS 100 POINTS Solid Shapes Third from Right Rotation 50 POINTS 50 POINTS 50 POINTS

35. YOUR TURN!!! 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

39. Knowing the Learner Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

40. Learning Style of Beach Balls Knowing the Learner

41. Learning Style of Microscopes Knowing the Learner

42. Learning Style of Clipboards Knowing the Learner

43. Learning Style of Puppies Knowing the Learner

44. “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

46. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills. After Reading Choice Board

47. Choice Board

48. Multiple Intelligences in the Reading Classroom

49. Multiple Intelligences in the Reading Classroom

50. High-Yield Instructional Strategies