“A quiet classroom is not a

learning classroom”

Nette Archangel aarchangel@lincolnsc

hools.orgTammy Schales

tschales@lincolnschools.org

2Louisiana Believes

To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that our students…

English language arts• Comprehend (access) meaningful, on level texts • Speak and write in response to meaningful texts

Math students • Master math concepts of priority, on level content and practice standards

(not just procedures) • Master targeted remedial content that allows practice faster focus of on

level content

Instructional Vision

Teacher Leader Summit: Day 1 Ready!

This Summit will prepare teachers to make these shifts beginning the first day of the 14-15 school year. This will include focused training on: • Student Learning Targets • Assessment • Standards, curricula, and instructional strategies

Louisiana Believes 3

How will this sessions help you meet the goals established?

• Using small group teaching enables the teacher to better focus on deeper understanding of material

• We will show how students have more opportunity for meaningful interactions with the text

• Provides greater opportunities for speaking and listening in both math and ELA

What’s The Point

Middle or Elementary50 minutes or 120

minutes15 students or

60 studentsIt can work for

everyone!

Activity Time

We Like To Move It

• Time Management• Transitions• Discipline• Purposeful Communication• WWYD– Choosing activities

• Accountability

SWITCH According to Number

What are the benefits?

• Teaches tolerance and positive interactions among all students

• Processing of information not just memorizing• Ownership of new knowledge and skills• Solving real world problems• Openness to new perspectives• Motivation to learn• Positive attitude toward learning

BUT it takes too much time!• Research shows that there is an increase in

academic achievement when small groups are used. While students may not always gain as much detailed information as they would in a lecture situation, they are gaining other skills that are integral to their academic success such as problem solving, critical thinking, leadership, communicating, and the ability to work in a group. We are creating THINKERS and not just memorizers.

What to teach?

• Small groups are not just for remediation or enrichment– Discovery learning– Increased participation– Discussions– Learning projects

Grouping StrategiesDifferent tools for different jobs!

• Think-Pair-Share• Numbered Heads Together• Student Teams Achievement Divisions• Constructive Controversy• Roundtable• Send-A-Problem• Team Expectations

Time Management

• Planning “Don’t I need to see everyone every day?”–Monitor “misconceptions” – Entrance/Exit Ticket– Establish Skills “I can statements”– Student self evaluation

• Grouping—Who am I going to put together?– Choice, Ability, Sticks, Fun

• Patience—It takes time, but you can get there!

TransitionsNo lost time

• Bell• Music• Numbers• PowerPoint

DisciplineBeing proactive and preventing problems before they occur• Attention Grabbers• Red Flags• Stickers • Island• Starbucks (Classroom Discipline Plan)

Purposeful Talk

Conversation in groups must be meaningful and related to content!

• Talk Moves• Purposeful Talk• Model

What Would You Do?

Share with us what you do that works and any ideas you have to add! We’re always learning and changing!

• Planning• Time Management

Accountability

• Role Play• Grading

Materials

• Post it Notes• Paper • Pencils• Scissors• Rulers • Talk Moves Poster• Role Cards• Manipulatives

– Insects– Cubes– Candy

Schedule

• Introduction of Presenters “Give the standard” then activities within the standard posted on the tables

• Introduction of activity with equivalent fractions• Talk about WHY we use small groups (audience feedback)• Talk about the planning and how to set up the groups• Have participants move according to number “all 1’s go here …) talk

about transitions and how to successfully incorporate • New activity with equivalent fractions and have participants discuss their

thoughts ----talk about purposeful talk, talk moves, talk to each other before talking to the teacher-students can write down their process

• Participant disrupts to lead into how to handle discipline then have participants give feedback on what they would do

• Lead into role playing and accountability • Lead into the connection of small groups and COMPASS • Let’s start planning…..write down 1 thing that was new, want to try, and

still have questions