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THINKING GOES TO SCHOOL. Prepared Especially for the Language Arts and Science Professional Learning Communities of DEER VALLEY MIDDLE SCHOOL by Dan Mulligan, Ed. D. December 2009. A s s e s s m e n t. Instructional Capacity. - PowerPoint PPT Presentation
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Prepared Especially for the Language Arts and ScienceProfessional Learning Communities of
DEER VALLEY MIDDLE SCHOOLby Dan Mulligan, Ed. D.
December 2009
THINKING GOES TO SCHOOL
Instructional Capacity
Alignment Engagement Adjustment Relationships
A s s e s s m e n t
“Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem-Solving 2. Collaboration across Networks and Leading by
Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. 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”
Stacking Cups Supplies
Please send a team member to obtain the supplies for your team.
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.
Before…….Underline all the adjectives on page 10. Then use at least 8 of these adjectives in a paragraph of your own about a topic of your choice.
After…….Sit in front of the school and write a paragraph that describes clearly how the school looks from your perspective. We will e-mail your description to a student in Alaska, who will draw a picture of the school as it is described by you. Be as specific as possible, so that the drawing will look just like your view of the school.
http://epals.com
http://epals.com
VISU
AL 21
st Cent
ury BLOOM
’S Taxonomy
http://visualblooms.wikispaces.com
Moving BEYOND“the correct answer”
My only skill is taking tests.
TO ALL STUDENTS THINKING…
Premise of the Workshop
We need to stop asking “how?’ We now have all the knowledge, the skills, the methods, the tools, the capacity, and
the freedom to do whatever is required to serve all students well. All
that is needed is the will and the courage to choose and to move on.
Peter Block, 1998
Give One … Get One …
On the back of your handout, write one way being a teacher/administrator in Arizona is like an astronaut on a walk in space. Think and be creative.
When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer.
You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat.
Enjoy!
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback* .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
14
Identifying Similarities and Differences
What processes can students engage in to identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metapho
rs
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogie
s
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Hey…This looks familiar…
Which of the high yield instructional strategies
do you see in this structure?
These are VERBS
These are not VERBS
Which of these are VERBS?
How do you know?
WHAT’S MY RULE?Theme: Sports
YES NoStrike Stick
Split Puck
Pin Hoop
Gutter Goal
Rule: Bowling Terms
WHAT’S MY RULE?Theme: History and Social Science
YES NoHemisphere Olympic Games
Equator Democracy
Prime Meridian Kings
Regions Wealth
Rule: Things you’d find on a globe
WHAT’S MY RULE?Theme: _______________
YES No
Rule: _________________________
STUDENT CENTERED APPROACH
FOUR-SECOND PARTNER
Steps:1. Find a person currently not seated next to you. Make friends
2. This person is now your FOUR-SECOND PARTNER!
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!
SAMPLEPre-assessment
that includes differentiation
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.
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback* .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
Explorer
Types of pictures:• Draw an example.
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
http://visual.merriam-webster.com/
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Cindy McCain
Organizing Theme:Things someone would say…
Bill Clinton George Bush
Barak Obama!
Sarah Palin John Kyle
SPECIAL ELECTION 2008
EDITION
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
noun
Organizing Theme:
English
verb adjective
parts of a story
transition words
parts of a letter
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Science
Experiment
Hypothesis
Energy
Electron
DissolveAtmosphere
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
CIVIC DUTY LAWS
GLOBAL ECONOMYPRIVATE PROPERTY
CONSUMER RIGHTS
PATRIOTISM
US History
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Page 19
Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007
• Survey of all students in 15 middle and upper income school districts in 10 states;
• Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;
Asian Black Hispanic White0
10
20
30
40
50
60
70
80
53
66
72
48
53
72 74
57
AdvantagedDisadvantaged
When I work hard, it is because my teacher tells me I can do well.(“Yes,” instead of “Maybe” or “No”) (Grades 1 – 6)
Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK
Research-based Strategy: Cooperative learningPercentile Gain 27
The GARDEN Plot
Why Group Teams Heterogeneously?
• One high, one high medium, one low medium, and one low achieving student
• Produce the greatest opportunity for peer tutoring and active participation
• Maximum cross-race, cross-sex, & cross-ability team contact• Make classroom management easier - assign roles• Balanced
H HM
LM L
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
Instructional Strategies that Facilitate Successful Inclusion Must …
• Supply students with STRUCTURE and ORGANIZATION
• Encourage student COMMUNICATION and COLLABORATION
• Provide students with VISUAL and HANDS-ON learning experiences
Summarizing and Note Taking
• Generalizations form the research:
– Verbatim note-taking is, perhaps, the least effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
Tabl
e of
Con
t ent
Sam
p le s
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition .80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22
High-Yield Instructional Strategies
Self RelianceThere are three types of
baseball players—those who make it happen, those who watch it happen, and those who wonder what happened.Tommy Lasorda
teachers & administrators
1.Describe it(Describe its colors, shapes, and sizes. What does it look like?)
2.Compare it (What is it similar or different from?)
3.Associate it(What does it make you think of?)
4.Analyze it(How is it made or what is it composed of?)
5.Apply it(What can you do with it? How is it used?
6.Argue for or against it (Take a stand and list reasons for supporting it.)
CUBING
TALK TO ME
• Form a team of two (2) people…• Determine the person with the most sisters and
send them to pick-up a grid sheet for each person.
• Distribute a grid sheet to each team member.• One team-member will face the screen and give
directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).
• NOTE: Team members should NOT be able to see what each other is drawing.
Directions
Follow-up Debriefing• Each pair should share with your other team members the
method you used to graph the figure.
• Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?
• Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second attempt to complete the grid exercise
improve after having an opportunity to self-assess your initial strategy?
Empowers students t
o
reflect on and re
fine
their own
understandings.
Formative Assessment
• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.
Thank you for all you do, for all the children!
~Dan