Engaging Students Through Knowledge-based Learning Culture

1. Create a Culture for Learning Through Knowledge of your Students

2. Guiding Questions • How does knowledge of our students help to create a culture for learning? • How can we get to know our students? • Why is it important to know our students? • What does it mean to demonstrate knowledge of our students?

3. Choose your favorite shape.

4. Video • Purpose questions • From TESS--search Teaching Channel

5. Sort • Each bag contains four colors. Each color represents a teacher. • Sort the following evidence as: • Unsatisfactory • Basic • Proficient • Distinguished

6. Danielson: Enhancing Professional Practice • Independently read the section from 2B. • Purpose: to build background knowledge and discuss the following with your partner: • What is evidence for a culture of learning? • Any new learnings you had.

7. Re-visit sort and share out • Using the sorting mat, re-visit your sort. • Based on your reading and the sorting mat, make changes to your sort. • Share out during whole group discussion.

8. How does knowledge of your students help to create a culture for learning?

9. How can we get to know our students? • In what ways do you see Mr. Van Dyck connecting with individual students? • What personal experiences can you draw upon to better understand your students? • How does focusing on one positive element discourage negative behaviors? https://www.teachingchannel.org/videos/teacher-student-relationship

10. How do you get to know your students? Please share your ideas!

11. How can we get to know our students? Gather information- KNOW your kids. Show an obvious interest in them. Interest inventories • Surveymonkey VAK PLSI True Colors

12. Inventories Visual Auditory Kinesthetic (VAK ) http://www.businessballs.com/ vaklearningstylestest.htm Paragon Learning Styles Inventory (PLSI)http://www.oswego.edu/plsi True Colors International www.true-colors.com

13. Inventories Visual Auditory Kinesthetic (VAK ) http://www.businessballs.com/ vaklearningstylestest.htm Paragon Learning Styles Inventory (PLSI)http://www.oswego.edu/plsi True Colors International www.true-colors.com

14. Inventories Visual Auditory Kinesthetic (VAK ) http://www.businessballs.com/ vaklearningstylestest.htm Paragon Learning Styles Inventory (PLSI)http://www.oswego.edu/plsi True Colors International www.true-colors.com

15. Green See Self Others See Intellectual snob Arrogant Afraid to open up Unappreciative, stingy with praise Doesn’t consider people in plans Critical, fault-finding Cool, aloof, unfeeling Eccentric, weird • Superior intellect • 98% right • Tough-minded • Efficient, powerful • Original and unique • Rational • Great planner • Calm not emotional • Precise not repetitive • Under control • Able to find flaws objectively • Holding firm to policy

16. Excellent Problem SolversRelate to GREEN by being objective and logical.  Listen and be open to new ideas.  Value their abstract thinking. Famous people include: • Carl Jung • John DeLorean • Socrates • Moses • Frank Lloyd Wright • Benjamin Franklin • Thomas Edison • Douglas MacArthur • Sherlock Holmes • Dwight Eisenhower • Eleanor Roosevelt • Madame Curie

17. Gold See Self Others See Rigid Controlling, bossy Dull, boring Stubborn, pigheaded Opinionated System-bound Unimaginative Limiting flexibility Uptight Sets own agenda Rigid idea of time • Stable • Providing security • Dependable • Firm • Always have a view • Efficient • Realistic • Decisive • Executive type • Good planner • Orderly, neat • Punctual, expect same

18. Natural LeadersRelate to GOLD by being dependable, responsible, direct, decisive organized and punctual. Famous people include: • Henry Ford • Harry Truman • Joan Rivers • George Washington • Florence Nightingale • Gerald Ford • Mr. Rogers • Nancy Reagan • Johnny Carson • Joe Friday • Queen Victoria

19. Blue See Self Others See Overemotional Groveling, fawning, soft Too trusting Mushy Hopelessly naïve Too nice Aloof Smothering Manipulative Ignores policy, create chaos Talks too much Illogical, incomprehensive • Warm, caring, compassionate • Likes to please people • Trusting • Romantic • Spiritual • Creative • Idealistic • People person • Willing to work tirelessly for a cause • Unselfish • Empathetic • Wanting harmony

20. Excellent Relationship BuildersRelate to BLUE by connecting personally and listening attentively.  Be honest and sincere. Mother Teresa Ghandi Mozart Pope John XXII Oprah Winfrey Sigmund Freud Jimmy Carter Martin Luther King, Jr. Julius Ceasar Beverly Sills Brigham Young Mohammed Ali President Clinton Thomas Jefferson

21. Orange See Self Others See Irresponsible Flaky Wish-washy Not serious Spends time on things they enjoy Not interested in ideas Disobey rules Manipulative, not to be trusted Not able to stay on task Cluttered Indecisive • Fun loving, enjoys life • Spontaneous • Flexible, adaptable • Carefree • Proficient, capable • Hands on person • Practical • Problem solver • Good negotiator • Here and now person • Does many things at once • Eclectic

22. Natural NegotiatorsRelate to ORANGE by being spontaneous, playful and humorous. Provide variety and alternatives – keep things exciting. Famous People Lee Iacocca Amelia Earhart JFK George Patton FDR Oliver North Teddy Roosevelt Lucille Ball James Dean Winston Churchill John Wayne St. Francis of Assisi Ernest Hemmingway

23. True Colors

24. True Colors: ConversationsIn order to speak to ain a way they will understand, you should …

25. How does the color of your personality match the shape of your personality?

26. Quickwrite… • How will you change your instruction as a result of analyzing data from these tools?

27. Why is it important to know our students?

28. Your shining moment • How does this routine affect class culture? • What can you learn from Ms. Price about celebrating successes? • How could this strategy be used as an assessment? https://www.teachingchannel.org/videos/celebrating-student-achievement

29. What does it mean to demonstrate knowledge of our students? • Independently read the section from 1B. • Purpose: to build background knowledge and discuss the following with your partner: • How do you demonstrate knowledge of your students?

30. Nonlinguistic Representation: 1B • Now that you have read and discussed 1B, create a Nonlinguistic Representation that illustrates a teacher using knowledge of their students.

31. “No significant learning occurs without a significant relationship.” -James Comer, 1995

32. What is respect? • re·spect • /rɪˈspɛkt/ • esteem for or a sense of the worth or excellence of a person, a personal quality or ability, or something considered as a manifestation of a personal quality or ability: I have great respect for her judgment.

33. What is rapport? • rap·port • /ræˈpɔr, -ˈpoʊr, rə-/ [ra-pawr, -pohr, ruh-] • noun relation; connection, especially harmonious or sympathetic relation: a teacher trying to establish close rapport with students.

34. What are some “do’s” for good respect and rapport? • Divide into your brightest color according to the True Colors Assessment. • Brainstorm some “do’s” for good respect and rapport. • Create a chart. • Share out.

35. Do’s for Good Respect and Rapport • Let your kids know they are special to you. • Never be afraid to apologize if you are wrong. This fosters respect—it does not erode it. • Don’t ridicule or humiliate. Be VERY careful with sarcasm. (Private, private, private with misbehavior corrections). • Control your emotions before administering consequences.

37. A-Z Wordstorming