know: readiness, interest, learner profile at least five strategies for creating engaging classroom...
TRANSCRIPT
Know: Readiness, Interest, Learner Profile• At least five strategies for creating engaging classroom as whole
group• At least five strategies for creating independent and engaging
learning for small group and individuals (anchor activities)• Thinking Maps are eight graphic tools to communicate thinking
processes. They can be used as strategies and for formative and summative assessments.
• Intentional Design Elements: Owning Student Success, Creating Varied Avenues to Learning, Assessing to Inform Instruction, Providing Flexible routines and structures, Building Community, Respecting Individuals, Providing High Quality Curriculum, and Sharing Responsibility for Teaching and Learning
• Rigor and Response = Intentional Design Understand:• Creating varied avenues to learning does not happen by accident• How time is used in the classroom reflects our beliefs about teaching
and learning• Accountability and manipulation are not equal Do:• Integrate varied responsive strategies, including Thinking Maps, into a
unit map or typical week calendar• Formulate high level questions into formative strategies • Develop flexible routines to attend to formative assessment• Align strategies to learning targets
IDA Advanced
1. Whole Group Strategies for creating varied avenues to learning that engage students and promote high order thinking
2. Small Group and Individual Strategies that engage students while the teacher works with flexible groups of students based on formative assessments
3. Unit Map Design that integrates flexible routines for 1) whole group strategies and 2) Small group and Individual strategies
OR
4. Typical Week Map
Subject: Month:
Know Understand Do
C-TACH focus Assessments (Summative and Formative)
Instructional Strategies/Resources
Week 1
Week 2
Week 3
Week 4
Sample Weekly Schedule Implementing Mathematics C-TACHs
Monday Tuesday Wednesday Thursday Friday 20 minutes
Whole Group: Concept Singapore Teacher Guide
12 minutes
Sprints 20 minutes
Whole Group: Problem Solving (Singapore Teacher Handbook OR CfLM Mini Lesson))
12 minutes
Sprints 12 minutes
Mad Minute Test
15 minutes
Teacher Small group: Guided Practice (Singapore)
Others: Week by Week Essentials and Fact Practic
15 minutes
Teacher Small group: Struggling with concept
Others: Singapore practice and Week by Week Essentials Game
10 minutes
Teacher Small Group: Guided practice with problem solving (Singapore Teacher Handbook)
Others: Group or partner problem-solving (Singapore Teacher Handbook or CfLM mini lesson)
20 minutes
Whole Group: Concept Singapore Teacher Guide or CfLM mini lesson
20 minutes
Whole Group problem solving and mental math (CfLM mini lesson or Singapore)
5 minutes
Check in with class (review main concept, clarify, ask for student explanations of work
5 minutes
Check in with class (review main concept, clarify, ask for student explanations of work
10 minutes
Check in with class (review main problem and strategies being used to solve; clarify questions)
15 minutes
Small Group: Guided Practice (could be two groups or individuals)
Others: Singapore Workbook and enrichment
15 minutes
Small groups: Math games (Singapore TE and Week by Week Essentials)
15 minutes
Teacher Small group: Guided Practice (Singapore)
Others: Week by Week Essentials And Fact Practice
15 minutes
Teacher Small group: Students needing some support
Others: Singapore practice and Week by Week Essentials
10 minutes
Teacher small group: Extend Problem-solving
Others: Problem-solving
10 minutes
Wrap up 10 minutes
Wrap up Questions Formative and/or pre-assessment
5 minutes
Wrap up – review concept, students share
5 minutes
Wrap up – review concept, students share Formative Assessment
10 minutes
Wrap up – share problem
Boss/Secretary (Kagan Cooperative Learning Structure)
1. Student A supplies one sheet of paper,
folded in half lengthwise with his/her name in one column and a partner’s name in the other column.
2. Student B is the first boss and Student A is the first secretary.
3. As the boss, Student B tells Student A how to do the problem. Student A, the secretary, records what Student B says in Student B’s column of the paper.
4. If the boss makes a mistake, then the secretary coaches and praises once the boss does it correctly. Otherwise, the secretary praises the boss.
5. Reverse roles for each problem and repeat steps 3 and 4.
What is one strategy that is intriguing you at this time and you would like to include in your unit map or typical week map?
Sample Word List for "Webpages" www.nasa.gov Easy to navigate www.discoverychannel.com Helpful text and graphics www.lonelyplanet.com Reliable information [email protected] Loads quickly [email protected] Attractive appearance URL Microsoft Office Web Browser Information access Research Advertise your company/school Post family pictures Communicate with others School Homepage National Parks Homepage
Important Characteristics
Easy to navigate
Helpful text and graphics
Loads quickly
Attractive appearance
Reliable Information Information access Advertise your company/school Communicate with others National Parks Homepage
Uses
Research
Post family pictures
Advertise your company
Communicate with others
Information access
Examples
www.nasa.gov
www.discoverychannel.com Helpful text and graphics
www.lonelyplanet.com
School Homepage
National Parks Homepage
Non-Examples
Microsoft Office
[email protected] Loads quickly
URL
Web Browser
Webpages
Word Sort
Important Characteristics Non-Important Characteristics
Examples Non-Examples
Sample 3 x 3 Vocabulary
Column 1 Down: After filtering my data for all countries located in the Nordan region, I ran a report of their major imports and exports. Column 2 Down: I sorted my database in descending order so that I could look at my records in alphabetical order. Column 3 Down: While my database contains both fields and rows, the only way I can sort in ascending order is by field. Column 1 Across: Using the filter tool in my database application, I can isolate data in particular fields. Column 2 Across: When I sort my data, I do so by fields, not by rows. Column 3 Across: When running a data report, I can choose to have my data in either descending or ascending order.
Filter Database Field
Data Sort Row
Descending Report Ascending
3 x 3 Vocabulary
Column 1 Down:_______________________________________________ _____________________________________________________________ Column 2 Down:_______________________________________________ _____________________________________________________________ Column 3 Down:_______________________________________________ _____________________________________________________________ Column 1 Across:______________________________________________ _____________________________________________________________ Column 2 Across:______________________________________________ _____________________________________________________________ Column 3 Across:______________________________________________ _____________________________________________________________
Sample Four Box Synectics for Database (using common household items)
Closet
A database is like a closet because it is used for storing information.
Drawer
A database is like a drawer because it helps to keep information organized.
Trashcan
A database is like a trashcan because you can delete any information you no longer want.
Doorway
A database is like a doorway because it is a portal
to your information.
A _____________ is like a _______________ because…
Four Box Synectics
A _____________ is like a _______________ because
Challenge Envelopes1. Write a challenge question related to a concept of study on the front of the
envelope:What might be…?What could be…?
What if…?2. The group or individual write the answer or criteria for a response and includes a sample response on an card. The answer and sample is included inside the envelope.
3. Scramble the envelopes and have the groups or individuals rotate the envelopes. The group/individual answers on an card and then checks against the answer (s) inside.
4. The group/individual places their/his response in the envelope and pass along.
5. As the envelopes begin to fill with responses, the groups/individuals compare responses to others
1. Give your opinion and explain your rationale.
Record your opinion and explain your reason for it.
2. Add a supporting argument. Read your classmate’s response. In this box, add another reason that would support your classmate’s response.
3. Add an opposing argument. In this box, record a reason that might be used to argue against what is written in boxes #1 and #2.
4. Add your “two cents.” Read what is written in the three boxes. Add your opinion and your reason for it in this box.
Look through your notes in your IDA binder and from yesterday.
On a notecard, write down 8 words that stand out for you about IDA.
RIGORFLEXIBLE GROUPING
BRACE MAPFORMATIVE ASSESSMENT
OWNING STUDENT SUCCESSREADINESS
Name at least five strategies that could be used for creating varied avenues to learning for a whole group?
Name at least five strategies that could be used to provide independent and engaging learning for flexible groups?
Name the 8 thinking maps
What thinking process is a circle map used to communicate?
What are the eight elements of Intentional Design?
Why is aligning strategies to learning targets important? How do you go about doing this?
What does it mean to have flexible routines that attend to formative assessment?
How do you make students complete independent tasks while you are working with a small group or individual students?
Refine or Design an Annual Map Integrate flexible routines and varied strategies in
unit map or typical week map (go for at least three!)
Develop the directions/materials needed to integrate one strategy
Engaging all our senses
and reflecting
on the IDA…
4 corners structure
Pasta Steak
Salad Dessert
Identify a partner or group. Why IDA?
In other words, why is IDA important and worth our
time?
Connecting with your
sense of taste
Soft, fuzzy blanket Lush, green grass
Warm, soft sand Fresh, powdery snowWhich strategy seems especially useful to you in
supporting a KUD target for an upcoming unit/week
planning?
Connecting with your
sense of touch
Fresh baked cookies Clean linens
Bouquet of Flowers Wood burning fireplace
Which element of IDA is an area of growth for you?
Connecting with your
sense of smell