buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt

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Buffalo/NUA Partnership3-Day Summer InstituteAugust 2013

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Rituals engage learners.- Eric Jensen

Without relationship no significant learning can take place.

-Dr. James Comer

WHY BUILD RELATIONSHIPS?

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Building RelationshipsBuilding Relationships• Cultural Pizza

Travel Family

Hobbies Music

All About

Me

National Urban Alliance for Effective Education-The Pedagogy of Confidence

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Setting up the NotebookSetting up the Notebook


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Table of ContentsTable of Contents

Date Topic/Strategy Date Topic/Strategy Page Page


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Introduction Building

Relationships NUA Core

Beliefs

NUA Classroom Practices

Instructional Assessment Break

Small Group Session

Flow of the DayFlow of the Day

LunchSmall Group

Session

7National Urban Alliance for Effective Education-The Pedagogy of Confidence

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DAY ONE DAY ONE Small Group Session


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BUILDING RELATIONSHIPS

Quad Sign-in and Symbol


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Quad Sign-in Directions

• Groups of four• Draw the Quad Sign-in Primitive on a piece of chart paper.

• Draw a Symbol on a large Post It Note that shows your strength that you bring to your work.

• Post it in a Quad. • Considering the group strengths, determine a name and a slogan for your group.

• Introduce yourselves to the whole group.

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Debrief the CB• Teaching that incorporates the use of strengths optimizes the efficiency of the learning process.

• Having strengths recognized produces a sense of • confidence.• Confidence releases neurotransmitters of pleasure.

• The pleasure chemicals also stimulate memory”. • Pedagogy of Confidence pg. 92

• Why is knowledge of your students’ strengths important in planning your instruction?

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Setting up the Environment

Destiny Sticks

and

Flow of the Day


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The Walls are Talking about NUA

•Symbolic Representation•Five Critical Experiences•Culture, Language, Cognition•Five Rs•HOPS•How do learners become competent and confident?

•Start with student strengths!

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• Defining in Context w/Circle Map

Expectations


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Goal Setting: Expectations

•Essential Question: •What are your expectations for the 3 day NUA Summer Institute?

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The Frame

•What will you do to help realize your goals?

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Three Phases of the Lesson

Priming

Processing

Retaining for

Mastery


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Robert Marzano says…

The more vocabulary knowledge that is built, the more background knowledge can be assessed.


22Taxonomy of words associated with

____________A- N-

B- O-

C- P-

D- Q-

E- R-

F- S-

G- T-

H- U-

I- V-

J- W-

K- X-

L- Y-

M- Z-

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Oral Speaking FrameOral Speaking FrameI have a word to add to the taxonomy of _________________ and my word is _______________.

I have some words to add to the taxonomy of __________________ and my words are ______________.

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CCSS

• L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs to describe.

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The anchor standard for College and Career Readiness: •Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Explicit Strategy Instruction

Today I am going to teach you how to use Composing with Key Words.

Composing w/Key Words is used for writing and language development.

It helps students practice writing and oral language.

There is no primitive for Composing w/Key Words.

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Have words! Can Write!• First, choose three words from your taxonomy that resonate with you.

• Then, create a sentence using all three words (NOT three sentences!)

• Place sentences on white paper and get ready to share with the whole group.

• Examine sentence with a partner. What makes this a good sentence?

• Share sentences and post near taxonomy.

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Oral Speaking Frame

Here are my words…

This is my sentence…

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Debrief the strategies

• How are these two strategies helpful in designing coherent instruction?

• CCSS: L.2.4 (a): Use sentence-level context as a clue to the meaning of a word or phrase.

• How will Composing with Key Words help students clarify meaning?

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Why NUA uses the Oral Speaking Frames:

• CCSS L.2.6: Presentation of Knowledge and Ideas – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

• How might underachieving students benefit from using an oral speaking frame?

• Create your own frames to suit your purposes.

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NUA Explicit Strategy Instruction

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•Today I’m going to teach to you how to use a Key Word Notes.

•A Taxonomy is used for developing reading comprehension.

• It is also used for summarizing•This is the way you draw the primitive...

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Key Word Notes Primitive• Key Word Notes

1 2

3 4

5

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Key Word Notes Directions

• Work in pairs using individual Key Word Notes form.• Everyone reads designated piece of text individually, silently.

• Select 3-4 words as memory aids, writes in Box 1.• Partners tell each other what words they selected and why.

• Repeat steps 2-4, completing all segments, using boxes 2, 3, and 4.

• Texts face down, use your Key Words to write summary in box 5.

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Related Learning Principles• Choice enhances learning and contributes to positive attitudes.

• Comprehension is reinforced and enhanced by adequate processing time.

• Bursts of concentrated attention are better than continuous attention.

• Articulating what one has learned reinforces the learning.

• Learning is enhanced when students read, listen, speak, and write.

• Meaningful repetition cements learning

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Debrief the Strategy• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas and Details. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

• Why might repeated use of Key Word Notes increase how your students process and construct meaning of text?


Cognitive Process or Function

Name orPrimitive

Remember…Best UsePriming, ProcessingRetaining for Mastery

Source

Building relationshipsActive Listening

Community Builder

Use often Priming NUA, Kagan, and others

VocabularyDevelopment

A TaxonomyBC

Each letter can have more than one word.

Priming Writing as Learning,Rothstein and Lauber

Reading comprehension summarization

Key Word Notes

Choose 3 -4 words Processing Thinking Strategies, Nessel

OrganizationNote taking

NUA Notebook

Skip 5+ pages to grow table of contents

Priming Writing as Learning,Rothstein and Lauber

EACH ONE TEACH ONE

Strategy Practice for fidelity

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•New strategy, old information.

•The brain will not, does not, and cannot learn two new things at the same time—new strategy, old information.

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Each One Teach One• Create partnerships A & B

• Select content you plan to teach or have recently taught.

• Each team selects a strategy they will teach another team.

• Decide who will teach first.• Introduce the the lesson and strategy using the NUA explicit strategy instruction.

• When both teams have finished teaching, post the evidence and artifacts of learning.

•

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•Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively.

Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education

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• It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly (Gay, 2000).


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•As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000; Hollins, 1996; Kleinfeld, 1975; Ladson-Billings, 1994, 1995).


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Culturally Responsive Teaching

Validating Empowering Transformative Comprehensive

Create a graphic representation for your piece

of text

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Culture is anything that is relevant and meaningful to you. NUA

• You will become an expert on one of the 6 characteristics of Culturally Responsive Teaching (Geneva Gay and Gloria Ladson-Billings).

• Study your Expert Card.• Create a symbolic representation, a graphic that represents your

characteristic.• Select a popular song that best expresses its “essence” of your

Culturally Responsive Teaching characteristic.• Present your group’s graphic and the song you have selected. • You have 3 minutes of protected reading time; 8 minutes to discuss

and create graphic. 5 minutes to caucus on song and performance, 1 minute to perform.

• Post your work.

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Learners acquire and store knowledge in two primary ways: linguistic (by reading or hearing lectures), and nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth).

The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned.

(Marzano, Pickering, & Pollock, 2001)31

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Final Reflection

Ball Toss

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Which strategies will you add to your pedagogy and why?

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DAY TWO DAY TWO Small Group Session


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“HONEY I LOVE…”

Community Builder


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He says,

"relationships,

relationships,

relationships!"


Honey I love…

James Comer

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Honey I Love…

• Consider the work of a researcher that you apply to your beliefs, practices, and instruction

• Use the frame to share what you love about their work• Honey I love _______________ He/She says…

• Wait for the music to mix, mingle, and share


Text-based discussionText-based discussion


http://store.tcpress.com/0807752231.shtml

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High Operational Practices (HOP) High Operational Practices (HOP) PEDAGOGY of CONFIDENCE

1. Identifying and Activating Strengths2. Building Relationships3. Nurturing High Intellectual Performances4. Providing Enrichment Experiences5. Incorporating Prerequisites for Learning6. Situating Learning in the Lives of the

Students7. Amplifying Student Voice

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W3’s Direction• Create a two-page spread in their notebooks.• Fold the odd numbered page in half.• Title the even numbered page “What I Read”. • Title the left side of the odd numbered page “What’s in My

Head”.• Title the right side of the odd numbered page “What My

Neighbor Said”.• Form partnerships.• Read the selected text for 2 minutes.• Share their notes with their partner for 2 minutes.• Note connections to what that their partner said in the “What

My Neighbor Said” column.• 10. The process is repeated until the entire text has been read.

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56Eyka Stephens, NUA Mentor

Explicit Teaching of Thinking Maps:

All About Me


All About Me

Circle Map Define in Context


Lisa


Lisa

Dog grandma

daughtergardener

teacher

author

mom

fisherwoman

NUA Mentor


Lisa

Dog grandmadaughte

rgardener

teacherauthor

mom

fisherwoman

NUA Mentor


Lisa

Dog grandma

daughtergardener

teacher

author

mom

fisherwoman

NUA Mentor

What makes me who I am?


Lisa

gardenerdaughte

r

authorfisherwoma

n

teacher NUA Mentor

What makes me who I am?

super family

mom

Dog grandma

love of children

lifelong learnerexperience

s

adventurous spirit

Circle Map Function Remember• Define in context

• Gets ideas down

• Activates prior and experiential knowledge

• Priming

Write then draw

Accept responses

Self-correct later

Define concept

Frame

Bubble Map Describe

Lisa

Bubble Map Describe

Lisa

DescribeBubble Map

Lisa

faithful

Bubble Map Describe

Lisa

faithful

DescribeBubble Map

Lisa

faithful

Bubble Map Describe

Lisa

faithful

meticulous

DescribeBubble Map

Lisa

faithful

meticulous

dependable

Bubble Map Describe

Lisa

faithful

meticulous

dependable

DescribeBubble Map

Lisa

faithful

meticulous

dependable

Bubble Map Describe

Lisa

faithful

meticulous

dependable

sensitive

Bubble Map Describe

Lisa

faithful

meticulous

dependable

sensitive

DescribeBubble Map

dependable

meticulous

sensitive

faithful

Lisa

Bubble Map Describe

Bubble Map Function Remember• Describe

• Processing

Write then draw

Adjectives

Adjective phrases

Use “is”

Frame

Double-Bubble Map Compare and Contrast

Lisa Lisa

Double-Bubble Map

Compare and Contrast

Lisa Lisa

shellers

moms

love musi

c


Lisa Lisa

shellers

moms

love musi

c

Double-Bubble Map


Lisa Lisa

shellers

moms

love musi

c

3 kids

lives in Austin

very politica

l

travel frequently


Lisa Lisa

shellers

moms

love musi

c

3 kids

lives in Austin

very politica

l

travel frequently

Double-Bubble Map


Double-Bubble Map Function Remember• Compare and Contrast

• Processing

Write then draw

Color Code

Similarities in center

Differences on outside edges

Not a one-to-one correspondence

Frame

Tree Map

Categorize

Lisa’s StrengthsTree Map

Categorize

Lisa’s Strengths

Funloving Detail Oriented

Earth Friendly

Risk Taker

Tree Map

Categorize

Lisa’s Strengths

loves to Laughtalks to

strangers

editor/author

NO GMOs!!

gardener

fast cars

play hard

parachuting

Tree Map

Categorize

Funloving Detail Oriented

Earth Friendly Risk Taker

Tree Map Function Remember• Categorize

• Processing

“T” top; “T” drop; “T” stop

Title

No limit on branches

Frame

99Eyka Stephens, NUA Mentor


All About Me

Bridge Map Shows Relationships

as as


Relating Factor:

as as


Relating Factor: Loves

as as



Lisa

Family

as as



Lisa

Family

Teacher

Students

as as



Lisa

Family

Teacher

Students

Principal

Faculty and Staff

Bridge Map Function Remember• Show relationships

• Processing

Relating factor

Sentence form

Unlimited responses

Frame

Multi-Flow Map Cause/Effect

I have improved in

my judiciousness.


I have improved in

my judiciousness.

Cause/EffectMulti-Flow Map

I have improved in

my judiciousness.

time

energy level

maturation

priorities


I have improved in

my judiciousness.

time

energy level

maturation

priorities

think before speaking

creative bursts

confidence improved

pensive


Multi-Flow Map Function Remember• Show cause and effect

• Processing

Event in center

Causes on left- arrows toward event

Effects on right- arrows from event towards effects May use event and either cause or effect

Frame

Flow Map Sequence

Flow Map Sequence Lisa’s Yesterday

Flow Map Sequence

Morning Afternoon Evening

Lisa’s Yesterday

Flow Map Sequence


Showered and dressed

Had breakfast

To AirportOn Plane

Lisa’s Yesterday

Flow Map Sequence



Had breakfast

To AirportOn Plane

At airports In Plane

Lisa’s Yesterday

Flow Map Sequence



Had breakfast

To AirportOn Plane

At airports In PlaneArrived at destination Had Supper

Wrote reportShowered and to bed

Lisa’s Yesterday

Flow Map Function Remember• Sequence

• Processing

No Limit on boxes

Main events in large

boxes

Details in small boxes

Use arrows for both large and small boxes

Frame

Brace Map Whole to Part

Brace Map Whole to PartLisa’s

Garden


Garden

One Acre Plot


Garden

One Acre Plot

Prepared Rows

Seeds

Stakes and Poles

Water and Sunlight


Garden

One Acre Plot

Prepared Rows

Seeds

Stakes and Poles

Water and Sunlight

Fertilizer

Ridges

Holes

Brace Map Function Remember• Analyze

• Whole to Part

• Processing

Physical Object

Brackets

Can go as deeply as

desired Frame



Name orPrimitive


Source

Defining in context

Circle Map Write then draw the second circle

Priming Thinking Maps, Inc

Describing Bubble Map

Use Adjectives or adjective phrases

Processing Thinking Maps, Inc

Cause and Effect

Double Bubble

Use colors Pay attention to arrows


Categorizing Tree Map Type of...T Top, T Drop T Stop




Name orPrimitive


Source

Analogies Bridge Like and As Processing Thinking Maps, Inc

Cause and Effect

Multi-Flow Use colors Pay attention to arrows


Sequencing Flow Subcategories Processing Thinking Maps, Inc

Part to Whole Reasoning

Brace Physical objects Processing Thinking Maps, Inc

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EACH ONE TEACH ONE


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Each One, Teach One• Each person selects a strategy they will teach their partner• Partner A - Select student text... Based on your text, which • Thinking Map will you create and why? Introduce the

strategy using the NUA explicit strategy instruction.• Post completed Thinking Map.• Partner B – Using the same text and the Thinking Map

created by Partner A – Introduce another Thinking Map using the explicit strategy instruction and take your partner though the steps.

• Post Thinking Map.• Gallery Walk posted Thinking Maps with an eye for fidelity.

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Final Reflection

Concentric Circles

A

A

A

A

B

B

B

B

B

B

B B

B

B

B

B

B

B

AA

A

A

A

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• Letter off A-B• “A”s form a circle facing outward• “B”s form an outer circle (facing an “A”)• Facilitator displays discussion prompt• “A”s respond to prompt first…“B”s, listen only

• At the signal, facilitator says, “Switch!”

• “B”s respond to the same prompt…“A”s, listen only.

• At the signal, facilitator says, “Shift!”

• Listen carefully for which circle will shift and in which direction!

• Have fun reflecting!!!!

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Discussion Prompts

•Which of the Core Beliefs have we addressed?

•Which NUA Classroom Practices have been addressed up to this point? • Classroom Climate• Student Motivation and Engagement• Self-Directed Learning• Culturally Responsive Teaching• High Intellectual Performances

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DAY THREE DAY THREE Small Group Session


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HOW ARE YOU BUILDING RELATIONSHIPS DAILY?


A large percentage of students report a sense of alienation from school, believing that no one cares for them there (Jenson, 2009).

More than ever, the old axiom “students don’t care what you know, until they know you care” sums up the reality of reaching many of today’s students.

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Building Relationships


Give One Get One

1.

2.

3.

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Give One, Get One• Use the “Give One, Get One” handout.

• What is unique about you?• Individually, write your responses in boxes 1, 2, and 3 until the

“Give One” column is full. Everyone stand and wait for the signal.

• When the music starts, mix and mingle. When the music stops, find a partner to share your “Give One” boxes. Write the name of the person who shared the information with you.

• Repeat for two more rotations

• Return to your table and share the ideas from the “Get One”

column.

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Four Square Writing


14452

Pre-metacognitive statement

In order for students to be Fantastic writers, they need ....?

14553

Writing Development

Sentence Stretchers

1

When

2

Determiner

3

Adjective

4

Animal

5Verb of

Locomotion

6

Adverb

7

Where

8

Punctuation

6

When

4

Determiner

3

Adjective

1

Animal

2

Verb

5

Adverb

7

Where

8

Punctuation

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Text-based DiscussionPunctuate Your Thoughts

• Protected Reading Time - review the text.• Use the following symbols to mark your text:

! = new learning /an “Aha!”

+ = something that you agree with

- = something you disagree with

? = something that you have a question about

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Debrief article and protocol• CCSS: RI.3.6: Distinguish their own point of • view from that of the author of a text.

• What specific elements of Punctuate Your Thoughts assist students in sharing their point of view and the author’s point of view?

• Share a few thoughts and ideas about the article.• One Minute Highlights

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Metacognition Frame

I know that I know something about ___________.

First,__________________________________.

Second,_________________________________.

In addition,______________________________.

Finally, _________________________________.

Now you know something that I know about ______.


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Metacognition• Begin with explicit strategy instruction

• Work individually to create your Metacognition on your learning from today including Culturally Responsive Teaching, NUA Classroom Practices, Priming, Processing, and Retaining for Mastery, or any of the strategies

• Share with a partner

• Use destiny sticks - individuals share with the whole group.

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Debrief the Strategy• CCSS:W.5.2: Write informative/explanatory • texts to examine a topic and convey ideas and information clearly.

• How can you use Metacognition in Science, Math, SS, P.E, etc?

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Name orPrimitive


Source

Evaluation,Retaining for Mastery

Ball Toss A ball can be make from paper and tape.

Retaining for Mastery

NUA, and others

Writing development

Sentence Stretcher

Edit the verb Processing Writing as Learning, Rothstein and Lauber

Writing 4 Square Writing

Expanded, deeper writing possible

Processing Judith S. Gould and Evan Jay


Cognitive Process/Function

Name orPrimitive


Source

Processing text

?!+_ Share the air time Processing NUA

Transfer of Learning

Each OneTeach One

Have fun and repeat often

Processing Retaining for Mastery

Summarization Metacognition Can be further developed into deeper writing

Retaining for Master

Writing as Learning, Rothstein and Lauber p48-51

Constructing meaning

Reflection Allow reflection time often

Processing Teaching with the Brain in Mind Eric Jensen

15458

NUA Notebook NUA Notebook Journal Reflection Journal Reflection


Reflect, synthesize and write about your learning up to this point.

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EACH ONE TEACH ONE


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Each One Teach One• Create partnerships A & B

• Select a lesson you plan to teach or have recently taught.

• Each person selects a different strategy they will teach their partner.

• Decide who will teach first, A or B.• Introduce the the lesson and strategy using the NUA explicit strategy instruction.

• When both partners have finished teaching, post the evidence and artifacts of learning.

•

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Peer Support


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Peer Support Directions

• Select one image that resonates with you.• Select either a thinking cloud (share an idea your image is

thinking) or a speech balloon (share something that your image is saying to another image or audience).

• Post images with clouds or balloons in your NUA notebook.

• Share with your table.• Using our Three Day Institute as the content, select

another image to convey a message to the whole group.• Post images with clouds or balloons around the room.• Gallery walk to view all posted images

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Debrief the Strategy• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas and Details.

• Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text.

• How will peer support help students be more engaged with non-fiction text?

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Cognitive Process

NamePrimitive


Source

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Carousel


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Carousel Directions• Use destiny sticks for participants to work in groups

• Use destiny sticks for strategy selection for each group

• Each group will create charts and examples of their strategy to post in a carousel.

• The participants will use their Strategy Review Chart to check for fidelity.

• Use post-it notes as reminders and affirmations.

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Debrief the Strategy• Why would you want to replicate this process in a classroom?

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Instructional Planning Time

•Use your grade level materials and standards along with the template to get ready for implementation of NUA strategies from Day One of school.

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Connect:Connect:National Urban Alliance for Effective Education

33 Queens Street, Suite 100Syosset, NY 11791(800) NUA-4556(516) 802-4192www.nuatc.org

[email protected]


http://www.nuatc.org/

http://store.tcpress.com/0807752231.shtml

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Reflection/Review Content

LINES OF COMMUNICATION

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Follow these steps

•Form Line A and Line B•A shares – B listens•Switch!•B shares – A listens•Shift!

Dance! Dance! Dance!

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Prompts

• What will you share with one of your colleagues who didn’t attend the NUA Summer Institute?

• Share a strategy that you want to see implemented in every grade. Why?

• Share one practice that you want to implement in your classroom during the afternoon. Why?

buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt

Education

pedagogy of confidence

effective education

day national urban alliance

use words

taxonomy of words

symbol national urban

sense of confidence

composing wkey words