The reality is … Learners learn what they want to learn!

1. Day ThreeWe believe…All people can learn.We know…Students can learn more than they are learning. The reality is … Learners learn what they want to learn!

2. Day One and TwoHighlights Share “AHAs”! How have you used the information?

3. Leveled ActivitiesAddresses growth in each learner’s knowledge baseBased on pre-assessment data p. 36 Notebook p. 30 Level III High Degree of Mastery • Knows the information to be introduced • Ready to go deeper in the content and learn new information about the topic Level II Approaching Mastery • Has proper background to learn the new information. • Ready for the grade level standards Level I Readiness or Beginning • Has too many gaps to learn the new information • Not ready for the grade level information

4. Adjusting an Assignment GROUP A The teacher works with a majority of the class. GROUP B A small group works with the basics to fill in gaps. GROUP C A student works with a contract assignment.

5. Another Adjustable Assignment View

6. Another classroom view of Adjustable AssignmentTeacher circulating Gather data.

7. Meeting Individual NeedsAdjusting Assignments A. The teacher conferences with a student. Then circulates among all the learners. GROUP C Two students work with their own agenda folders. GROUP B Most of the class works independently on assignments written on the board.

8. Adjustable Assignment Grid 4 What do they need next ? 3 6. Gap or Hole 2 Background Knowledge 5 What do they know? LEVEL III LEVEL II LEVEL I

9. Using Agendas/Menus Allows students: • to work at appropriate pace • to order work to their liking • to develop independence • to manage personal time p153-156 • to work at their level of readiness

10. Nested Model Fill in the boxes or circles of the Nested Organizer with the information learned in the Mac-A Lena Activity using the following categories. • Activity in the center • Standards • Multiple Intelligences • Thinking Skills C. B D A.

11. Threaded Model Standard or Skill ___________ Write an activity in each oval. Subject Subject Subject Subject

12. District Threaded Model • Grade Ten • Grade Eleven • Grade Twelve

13. Managing the Environment

14. The Quality Learning Climate Create a safe learning environment. Motivate and challenge students. Display students’ work. Build RESPECT! p.3

15. Learning Environment Jigsaw • Form a group of four. • Count off from1-8 for assignments. • Each team member reads and summarizes the two assigned topics. • Everyone prepares a grid sheet for taking notes. • Each participant reports their findings to the group.

16. Learning Environment Jigsaw

17. Other Factors to Establish a Quality ClimateNotebook Page 24 • Use Humor. p. 14 • Honor Contributions. p. 16 • Listen with Intent. p. 16 • Celebrate Success! p. 18 • Use Novelty. P. 18 • Provide Choices. p. 20

18. Attitude is Altitude!Show “Withitness!”Love to teach and show passion! “The way we do things around here.” p. 17

19. State of FlowCsikszentmihalyi Not Bored When the Mind is Challenged Not Frustrated

20. p. 128-130 FOCUS ACTIVITIES Anchor Activities p. 134-135

21. Sponge Activities Use Time Wisely! Choice Time Talk to a Friend. Put it to a beat! Skill And Drill Stretch Break

22. ELO or ELF Evening Learning Opportunity Create Mystery Problem-Solve Build Prior Knowledge

23. Mystery Word or ConceptsAssign one week before the introduction!

24. Project Assignments

25. Introducing the Project • Sign up for the topic of your choice. • Meet your group! • Assign roles of captain, timer and recorder. • Read the information related to your topic in the book and take notes independently. • Identify the most effective ways to use this strategy in your classroom. • Go on a scavenger hunt to other class members and gather their ideas for the problems for using your strategy.Report findings.

26. Creating the Display • Decide on the design of the display. • Include • What is it? • What is its purpose? • What are the most important uses? • What are needed management tips ? • Assign tasks to each group member. • Create the display.

27. Preparation for Presentations • Decide what pieces do you need to present? 2. How are you going to present the information? 3. Who is presenting which parts? • Create a creative hook for an entrance and exit. • Practice.

28. Project Presentation Present and Celebrate!

29. Managing Flexible Groups T

30. Working Independently A Working ALONE Management Tips Draw a Stick Figure. Place of five Tips around him.

31. Working with a Partner PARTNER Management Tips P Draw a flower with five Petals. Put a TIP on each petal.

32. Working With in SMALL GROUP Small Group Management Tips S Draw five Steps. Put a Tip on each step!

33. Differentiate More Students Learn! DAY FOUR The Journey Continues…

34. Further Developing your First Presentation • Identify your audience. • What will the audience be doing at each part? • Prepare a catchy opening and closing. • Who will present which parts? • What materials do you need? • What equipment? Place to meet? • Do you need to set up an outsider coming in to present with you?

35. Debriefing Day Three • Stand up Name Tents. • Highlights from Yesterday AM /PM Sheet • Share some plans for Professional Development. • Make Day Four AM/ PM Sheet. • Explain Portfolio Folder.

36. Flexible Grouping p. 100 TTotal Group A Alone PPartner SSmall Group

37. Flexible Grouping Designs

38. Cooperative Learning Groups p. 113 Reminders and Tips

39. Triarchic Teaming Modelp. 57 _____ Analytical _____ Creative _____ Practical Note: Add to model Grid.

40. The Unconscious Educator Become Conscious of your Actions!!!

41. Academic Contractsp.157-162 Giving a Student a Choice with Teacher Approval!

43. Vocabulary CubeChoice Board

44. Sample Choice Board Make a Create a Develop collage. song. a role-play. Create a Wild Make a list of cartoon. Card attributes. Compare ___Construct a Interview with ____. model. people.

45. Choice Boards • Name Purpose. p. 140 2. Brainstorm Possibilities 3.Choose Keepers. Discard Losers. KEEPERS Valuable Use of Time Teaches a Standard Student Centered Assessment Fits Materials Accessible 4. Count Keepers. 5. Decide on Grid. 6. Make a Sample.

46. Purposes of Choice Boards • Homework • After Reading or Problem Solving • Learn a Vocabulary Word • Inside a Station or Lab • Projects for a certain topic or book • Oral Report • Presentation or Demonstration • Independent Work • Technology Sample • Demonstrate a Skill CHOICES

47. Choice Boards • Name Purpose. 2. Brainstorm Possibilities 3.Choose Keepers. Discard Losers. p. 141 KEEPERS Valuable Use of Time Teaches a Standard Student Centered Assessment Fits Materials Accessible 4. Count Keepers. 5. Decide on the design. P.142 6. Make a Sample.

48. From Quantity to Quality • TIME Amount of time Worth the time • MATERIALS and RESOURCES • STUDENT FOCUSED • ASSESSMENT • TEACHES NEEDED STANDARDS

49. Sample Choice Board Ideas Wheel Pyramid Scroll Star CHOICES 1. 2. 3. 4. 5.

50. Centers/StationsLearning Zonesp. 148-152 • Structured • Rules established • Materials Available • Instructions given for assignment • Exploratory • Rules established • Materials Available