Effective Instruction Series2010

December 15, 2010

ESU #6

Be prepared to share one positive education or student experience from the previous four months.

Introduce Yourself

Get your voice into the room!

• Provide your name, where and what you teach, and share one positive education or student experience from the previous four months.

• Please set out your name tent!

Creating a Name Tent

• Fold the paper in half hamburger style• On the open end approximately 1 inch

from the bottom fold the paper to the middle or inside. (This creates the bottom.)

• In the boxes provided write your name, school and what you teach.

First Semester Reflection

Note Card• Name, School, Grade/Subject

Think – Pair – Share• What has been a significant challenge through this first

semester? How did you attempt to work though this challenge?

Parking Lot• List at least one challenge on a sticky note and post in

the Parking Lot. Add more through the day!

Today’s Objectives

Participants will

• reflect on craft knowledge and best practices.• share ideas, questions, and thoughts about homework

and grading. • Understand characteristics of effective vocabulary

instruction and apply word introduction strategies.• Experience strategies to “muck” around with words

(vocabulary practice and reinforcement.)

Today’s Agenda

• Introduction

• Craft Knowledge

• Homework and Grading

• Vocabulary

• 12:00-12:45 - Lunch

• Vocabulary

• First Semester Discussion

• 2:45 - Closure

Reminders About Us

• Toby Boss

• Jen Madison

• Lenny VerMaas

• Lynne Herr

• Tammy Williams

We pledge to…• Have fun• Avoid flat butt

syndrome• Focus discussion

about what is best for kids

• Let you know why we are doing what we are doing during the presentation

We also pledge to…• Do activities rather than

talk about them. This means we will not cover as much.

• Have materials ready to use in your classroom

• Not be a mile wide and an inch deep.

It is not what you cover, but what your students discover.

You pledge to…• Interrupt us with

questions, observations, comments or something you want to share.

• Take care of yourself.– Stand up– Use the restroom

When helping students learn we would like you to

pledge to…• Have fun• Avoid flat butt

syndrome• Focus on what is best

for kids• Let your students

know why you are doing what you are doing during class

• Encourage a growth (vs. fixed) mind set

Calling on StudentsWhat what your procedure?

Remember:

If soliciting individual responses, have an effective way to call on random students.

• Every student has opportunity to be selected, each time.• Equal distribution of student involvement • Eliminates teacher bias• Quick, user-friendly• Can also be used for easy grouping

When You See My Hand Up:

• Raise your hand– This lets me know that you have seen my

signal.– This lets others in the room that may not be

looking at me become aware of the signal.

• Finish your thoughts with your partner or group.

• Wait for clarification or more directions.• We will have different signals each day.

Insert slides with Data from August

EXTENDED BELL-RINGER

Craft Knowledge

• Craft knowledge: the knowledge about the practice that is collected, codified, legitimated, and shared by professionals. (Burney, 2006

• Take a couple of minutes to look at your craft knowledge/best practice sheet or the one provided with the handouts.

Name that Concept!

1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.

– definitions, examples, descriptions, contexts

2. Partner B: Name the concept or component or say “pass” to move on to the next item.

Goal: Successfully communicate all items in one minute.

Words From Craft Knowledge

• VAK• State Change• Choral Response• Bell Ringer• Processing Time• Think-Pair-Share• Interaction Sequence

Words from Craft Knowledge

• Inside-Outside Circle• Pass Option• Primacy-Recency• Clock Partners• 10-2 or 5-1• Wait Time• Text Rendering

Share successfully implemented practices from the “Craft

Knowledge Record.”

• What was a great success?

• What didn’t work like you hoped?

• Any additions that you would like to bring to the group?

Musical Cards

• On an index card write one of the “Craft Knowledge” strategies you like the best and a short description of that strategy.

(This activity is designed to help you become familiar with several topics, not necessarily to determine a winner.)

Musical Cards

• When the music plays, walk around the room shake hands and introduce yourself to people in the room and trade index cards. (model)

• When the music stops, remain with that person.

• Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Which strategy do you like best to enhance student learning.

• Write the points awarded on the back of the card.• Repeat!

Checking for Understanding

• If you want it….you need to teach it.

Ball Toss Review

• We are going to toss a ball as a form of review.

• When you catch the ball you need to state one of the strategies from “craft knowledge.”

• Pass the ball, repeat the previously stated strategies, add your strategy, and pass to another person.

• If the ball drops we will start over again.

You may get help from your table group.

Inside-Outside Circle

• Pass out cards to every student, duplicate cards can be used.

• Number off students by 1 or 2.• 1s form the outside circle; 2s form inside circle.• Match up so that each person has a partner.• Outside circle shares their word and definition;

inside circle does the same.• SWITCH CARDS, outside circle rotate left.

I Have… Who Has

• “I have a right triangle who has an angle that is less than 90 degrees.”

• Student created cards from words selected from student list.

• Students practice pronouncing words, speaking clearly and learning the definitions.

Flash Card Plus

• This is a spreadsheet that will create cards that can be used for– Flash cards

• Could have term on one side, picture on the other

– Inside/outside circle– I have…who has….– Bingo– Jeopardy– Classify the cards into groups based on

characteristics of the word.

Whole—Part—Wholeor

Game—Practice—Game

How Would Your Students Answer These Questions

• Why are we studying this?• What are we doing right now?• Why are we doing it?• How does this relate to what we have been

doing the last few days or week?• What does doing this help me do in terms of

long-term learning or priorities for my learning.

Whole—Part—Wholeor

Game—Practice—Game

• Just in case learning

• Just in time learning

The crucial factor is not what gets taught, but what is learned.

Homework & Grading Reflections

• Objective: Share ideas, questions, and thoughts about homework and grading.

• Activities:– Digital awareness– What can be done to enhance the effectiveness of

homework for students and efficiency for you?– What lessons have been learned and what changes

will you make with homework and grading policies.

Students need to do homework; it teaches them responsibility.

If a student in your classroom earned all A’s on exams and A’s on long-term performance projects and never turned in daily homework, what is the

highest grade he/she could earn?

Good classroom management depends on having the right rules.

How much should homework be a factor in the final grade?

Rate yourself on your ability to

• utilize assessment, reporting and grading practices…

• utilize instructional strategies…

• implement classroom management practices…

• create and design a lesson based…

…based on current research and literature

Choices For the Next Four Statements

– Minstrel• I know the research and can share with others.

– King/Queen• I know it and can use it in my own kingdom.

– Court Jester• I have a few tricks

– Peasant• I have few or no resources.

Graph Observation

• Note that for each question participants moved toward feeling more confident with their abilities based on current research and literature.

Your Thoughts for Next Year

What ideas do you have to improve the series for next year’s participants?– Lunch opportunity with new teachers and

administrators.

Vocabulary – Introducing Words

Objective: – Participants will learn characteristics of effective

vocabulary instruction and word introduction strategies.

Activities: • Discuss “Did You Know” cards• Run the tournament (Characteristics of Effective

Vocabulary Instruction)• Experience word introduction strategies• quick introduction, context-relationship, essential steps, Marzano’s

6-Step Method

Provide students with multiple opportunities to

“MUCK AROUND”

Students need to construct relationships.