educating each child: strategies that work!

Prepared for the Grade 4 through Grade 6 PLC of

Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D.

January 2010

Educating EACH Child: Strategies that Work!

http://www.images.com/bin/Detail?ln=7350300007

Sustaining Growth in Student Achievement

According to research conducted by NWREL (Northwest Regional Education Laboratory), sustaining growth in student achievement is contingent on one key factor:– The professional staff responsible for learning

identifies the strategies (actions) that contributed to the gains in student achievement.

– The staff then refines the implementation of these factors by meeting periodically throughout the year to evaluate the success of the strategies.

Problem Solving ProcessDefine the Problem

Defining Problem/Directly Measuring Behavior

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

EvaluateResponse to

Intervention (RtI)

There are three parts to any research-based

lesson:• Beginning – ‘check for’ and

‘build’ background knowledge of each student;

• During – teach and actively engage each student in new content – making connections to prior knowledge;

• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson

Give One … Get One …

On your handout, write one strategy or practice that you have implemented since the December session. 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!

Opportunity to Learn

Three types of math curricula were identified by SIMS:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Has the strongest relationship with student achievement of all school-level factors.

Content-Related Evidence of Validity(Intended Curriculum)

Essential

Skills

Essential

Knowledge

Essential

Vocabulary

ASSESSMENTTARGET

(content validity)

The Helicopter Dilemma

Category Ave. Effect

Size (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 23

Questions, cues, & advance organizers

.59 22

Generating and Testing HypothesesProblem Solving

Approaches to this strategy in the classroom:– Giving students a model for the process,– Using familiar content to teach students the steps

for problem solving

What does it look like? Steps for problem solving:– What am I trying to do?– What things are in my way?– What are some of the things I can do to get around

these things?– Which solution seems to be the best?– Did this solution work? Should I try another solution?

Collecting

QUALITATIVE

Data

Checking for background knowledge:

What is a hieroglyphic?

American Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols.

http://dictionary.reference.com/help/ahd4.html

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!

EyesYear’s of experience at your school

0 – 1 years 2 – 10 years More than 10 years

NoseGrade-level attention to including cognitive skills in questioning

Limited Moderate Exceptional

MouthEvidence of differentiation in lessons

Limited Moderate Exceptional

HairUse of formative assessments in your content area.

Little or none Pockets of change

Large scale action

Getting to Know YOU!!!

Momentous DiscoveryWhen teachers regularly and

collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens.

Michael Fullan

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

HUNT for SOLUTIONS

1. The percent of ALL students graduating on-time in the Class of ‘07.

2. The percent of HISPANIC students graduating on-time in the Class of ‘07.

3. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

4. The percent of WHITE students graduating on-time in the Class of ‘07.

5. The percent of ELL students graduating on-time in the Class of ‘07.

6. The percent of POVERTY students graduating on-time in the Class of ‘07.

7. The percent of ALL students PASSING the GRADE 4 SCIENCE AIMS test in ’09.

8. The percent of ALL students PASSING the GRADE 5 MATH AIMS test in ‘09.

86

73

51

90

49

74

C31 S55

In Deer Valley Unified Schools:

SOLUTIONS (C): 31, 49, 51, 56, 73, 74, 86, 90

C56 S70

SOLUTIONS (S): 49, 51, 55, 70, 73, 74, 86, 90

Thinking Goes to SchoolHunt for Solutions

1. Designed to check for background knowledge and already acquired knowledge (differentiation tool).

2. Fosters team-talk at higher levels of thinking (by providing solutions before questions).

3. Provides ENGAGEMENT (MIND before Movement).4. Becomes a formative assessment if after the teaching/learning,

students can evaluate and adjust - as needed – answers.5. Primary Goal: Students (including at-risk) experience success

(Yes…they can!!!)

Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.

Data provide the power to … make good decisions, work intelligently, work effectively and efficiently, change things in better ways, know the impact of our hard work, help us prepare for the future, and know how to make our work benefit all children.

Victoria Bernhardt

Teacher/School EffectivenessStudent Experience for 2

YearsPercentile Rank

EnteringPercentile Rank

LeavingAverage school Average teacher

50 50

Highly ineffective schoolHighly ineffective teacher

50 3

Highly effective schoolHighly ineffective teacher

50 37

Highly ineffective school Highly effective teacher

50 63

Highly effective schoolHighly effective teacher

50 96

Highly effective schoolAverage teacher

50 78

The average student talks 35 seconds a day.The student who is talking is growing dendrites.

Waiting for the Train

Good Instruction(Keep it Simple…Keep it Real)

“Good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching – teaching that is engaging, relevant, multicultural, and that appeals to a variety of modalities

and learning styles – works well with ALL children.”

Educating Everybody’s Children, ASCD, 1995.

Category Ave. Effect

Size (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 23

Questions, cues, & advance organizers

.59 22

Summarizing and Note TakingApproaches to this strategy in the classroom:– Teaching students the rule-based summarizing

strategies,– Using summary frames, and– Teaching students reciprocal teaching and group-

enhanced summary.What doe it look like?– Take out material that is NOT important for

understanding,– Take out words that repeat information,– Replace a list of things with a word that describes the

things in the list (e.g., use trees for elm, oak, and maple).

– Find a topic sentence. If you cannot find a topic sentence, make one up.

Summarizing and Note TakingGeneralizations 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.

Managing Complex Change

Skills Incentives Resources AssessmentAction Plan Confusion

Vision Skills Incentives Resources Action Plan UnknownResults

Vision Skills Incentives Resources Assessment FalseStarts

Vision Skills Incentives AssessmentAction Plan Frustration

Vision Skills Resources AssessmentAction Plan GradualChange

Vision Incentives Resources AssessmentAction Plan Anxiety

Vision Skills Incentives Resources AssessmentAction Plan MeaningfulChange

Adapted from Delores Ambrose, 1987

C O V E R

Allow students to personalize their notebook with a cover collage.Preserve with packing tape.

Tabl

e of

Con

t ent

Sam

p le s

Experiencing a MIND Notebook

What is a MIND Notebook?

A personalized, clear textbookA working portfolio -- all of your notes, classwork, etc. -- in one convenient spot

NOTE: a MIND notebook does not take the place of an engaging lesson. It is a

powerful summarizing activity.

MIND Notebook Rubric

Left Side – Right Side Orientation

Right SIDE

Right side items are items from the teacher and text

to be . . .

REMEMBERED

Left SIDE

Left side items are what the student has . . .

LEARNED

Right Side

Right is for content that is to be remembered!The right side “belongs” to the teacher and the text.The right side has “testable” information.

Rule of 9

For mastery a student needs nine times to practice.3 – teacher models

3 – students work in collaboration

3 – students work on his/her own, two of these in a timed situation, since pacing is critical

Silver, H. and Strong, R.

Comprehension Can Be Taught!Narrative Text Expository Text

Comprehension Strategy The True Story of the 3 Little Pigs Chapter 3 “The American Revolution”

PreviewingWhat is the story about?What might the story be about?

What do I already know about the American Revolution?

Self Questioning Why is the wolf telling the story? Why did this war occur?

Making Connections How does this pig story compare to others I have heard?

How does the information in this chapter compare to the movie we saw?

Visualizing Is my mental picture of the wolf still good? Should I change it?

What did an American soldier look like? A British soldier?

Knowing How Words Work

Does the word make sense in the sentence?

What clues in the text can I use to figure out the word representation?

Monitoring Does what I am reading make sense?

Does what I am reading make sense? Did French soldiers fight in this war? How can I find out?

Summarizing What has happened so far? What is the most important information in the chapter?

EvaluatingDo I believe the Wolf’s story? Why? How does this story rate to other I have read?

How would my life be different if we had not won this war?

START: 1. What is the Question? 2. W

ho will Answ

er?3. Who will Paraphrase and Praise?4.

Who

will

add

to

the

answ

er?

by Maribeth Boelts and Noah Z. Jones

“Insanity: the belief that one can get different results by doing the same thing.”

-Albert Einstein

RECALL

CREATE

CONNECT

RELATE

Arizona Standards Verbs PROBLEM SOLVING

Analyze Derive Discover Evaluate ExplorePredict Solve Survey Verify Investigate

REASONINGCategorize Classify Compare ContrastDifferentiate Describe Estimate Explain Generalize InterpretJustify Order Hypothesize Predict InferPrioritize Rank Validate Summarize

COMMUNICATIONClarify Correspond Describe Discuss Demonstrate ExhibitExplain Express Persuade PortrayRestateShow Speak State Write

Why use them?Higher-level thinking– Expand student thinking skills

AnalyzingSynthesizingEvaluatingRelating and developing conceptsCategorizingSequencingComparing and contrasting

– Get to higher levels of Bloom’s

WHO AM I ?

Questioning StrategiesThink TimeQuestion ExchangeJournalingNumbered HeadsJigsawLearning CentersTimed Pair ShareWriting and Discussing

Beating the Odds

366 high-poverty schools in 21 states beat the odds and reached exceptional levels of achievement by using “monitoring systems … for providing ongoing analysis of student achievement data”Equally important, teachers at these schools met regularly – monthly or more often – to discuss student performance against state standards in order to reach measurable goals.

~ EdTrust study, 1999

Common Characteristics of High Achieving Schools (90/90/90)

Focus on academic achievementClear curriculum choicesFrequent assessment of student progress and multiple opportunities for improvementAn emphasis on writingExternal scoring

Words Heard in an Hour

Poverty: 615 words

Middle class: 1251 words

Professional: 2,153 words

Hart and Risley, 1995

Types of Assessment Items and Formats Related to Different Aspects of Learning

Aspects ofLearning

ForcedChoice

Essay ShortWritten

Response

OralResponse

PerformanceTasks

TeacherObservation

StudentSelf-

Assessment

InformationalTopics

M H H H H M H

ProcessTopics

L M L M H H H

Thinking &Reasoning

M H M H H L H

Communication L H L H H L H

Non-achievement

Factors

L L L L M H H

Assessments

Note: L – Low, M – Medium, H - HighTransforming Classroom Grading, ASCD,

2002

A Balanced Assessment Program

Assessment“OF”

• Summative• Norm Referenced /

Standardized• A snapshot in time

Essential Question:• What have

students already learned?

Assessment“FOR”

• Formative• Often teacher-

made• A moving picture

Essential Question:• How can we help

students learn more?

Cooperative Learning Approaches to this strategy in the classroom:– Using elements of cooperative learning,– Varying grouping criteria, – Managing group size, and– Applying consistently and systematically, but without

overusing.What does it look like?– Positive interdependence (feeling of succeed

together)– Face-to-face promotive interaction (helping each

other learn, applauding success and efforts)– Individual and group accountability (each of us has

to contribute to the group achieving its goals)– Interpersonal and small group skills ( communication,

trust, leadership, decision making, and conflict resolution)

The Garden Plot

She is believed to have sewn the first flags for our country

She was an Indian girl who was a friend and helper to the Jamestown settlersBetsy Ross

Pocahontas

He was the first African American who studied science and plantsHe became a teacherHe developed hundreds of uses for peanuts, sweet potatoes and soybeans

Benjamin Franklin


ho will Answ


Who

will

add

to

the

answ

er?

1. Identify similarities & differences2. Summarizing & note taking3. Reinforcing effort & providing

recognition4. Homework & practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives & providing

feedback8. Generating & testing hypotheses9. Questions, cues, & advance organizers

http://images.google.com/imgres?imgurl=http://www.cri-dove.org/paper-lunch-bag.gif&imgrefurl=http://www.cri-dove.org/cri_enews.htm&h=242&w=180&sz=25&hl=en&start=1&tbnid=06RMnDu3FBazmM:&tbnh=110&tbnw=82&prev=/images?q=lunch+bag&svnum=10&hl=en&lr=&safe=off&rls=RNWE,RNWE:2006-19,RNWE:en&sa=N

Setting the Purpose ….

With Music.

Harold Melvin and the Bluenotes

“Wake Up Everybody”

Wake up everybody no more sleeping in bedNo more backward thinking, time for thinking aheadThe world has changed so very much from what it used to beThere’s so much hatred, war and poverty.Wake up all the teachers time to teach a new wayMaybe then they’ll listen to what you have to say.They're the ones who are coming up and the world is in their hands.When you teach the children, teach them the very best you can.The world won’t get no better,

if we just let it be.The world won’t get no better,

we got to change it … ya…just YOU and ME.

As a team of professional educators:

Discuss with your peers:What strategies shared

during this session can you add to your toolkit?

Why are these strategies important?

Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

After Reading Choice Board

Summarize a main idea and put it to a beat.

Draw the sequence of events on a timeline.

Create a way to remember the information.

Reflect on the significance of the information in your

journal.

WILD CARD !!!Your choice after getting

approval.

Create a series of at least six cartoon frames

to express the main idea.

Condense the information about a main idea and

create an advertisement, banner, or slogan.

Act a short skit that conveys the message of

the story.

Write a poem that conveys the main idea of

the story.

1. Identify similarities & differences2. Summarizing & note taking3. Reinforcing effort & providing

recognition4. Homework & practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives & providing

feedback8. Generating & testing hypotheses9. Questions, cues, & advance organizers

Instructional Strategies: from Classroom Instruction That

Works

Information StorageBrain research has identified the “dual-coding’ theory of information storage. Knowledge is stored in two forms:– Linguistic – statements to be learned– Imagery – mental pictures or sensations (nonlinguistic)

Using both linguistic and nonlinguistic representations better enables students to think about and recall information. Too often students are left on their own to create images.– If the teacher assists the student in creating images, there is

a greater impact on learning.

Generating and Testing HypothesesProblem Solving

Approaches to this strategy in the classroom:– Giving students a model for the process,– Using familiar content to teach students the steps

for problem solving

What does it look like? Steps for problem solving:– What am I trying to do?– What things are in my way?– What are some of the things I can do to get around

these things?– Which solution seems to be the best?– Did this solution work? Should I try another solution?

Question from the Snapshot Survey for this Factor

To what extent do we engage in these behaviors or address these issues?

1. Instructional Strategies2. Classroom Management3. Classroom Curriculum Design

1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great

extent

Keeping Track of My LearningName: Stu Dent Learning Goal: Understand and use decimals, percents, and fractionsMy score at the beginning 1.4 My goal is to be at _3__ by Nov. 30Specific things I am going to do to improve: Work 15 minutes three times a week.________________________ Learning Goal: Comparing decimals, percents, and fractions.

0

1

2

3

4

Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5

Quiz 1: Oct. 5; Quiz 2: Oct. 12; Quiz 3: Oct. 20; Quiz 4: Oct. 30 Quiz 5: Nov. 26

Direct Teaching Words Contextualize the word within the story.

• "In the story, Lisa was reluctant to leave ...." Have the children say the word.

• " Say the word - reluctant" Provide (teacher or student) a student-friendly

explanation or description of the word. • "Reluctant means you are not sure you want to

do something." • Versus a definition.

o Reluctant - 1. Striving against; opposed in desire; unwilling disinclined; loth.

Webster's Revised Unabridged Dictionary (1913)

Teaching New Words Present examples of the word used in

contexts different from the story context• Someone might be reluctant to eat a food

that he or she never had before.• Students provide an example.

Give a non-linguistic representation of the words• Students generate one.

Marzano, Pickering and Pollock, 2001

Engaging Students Generate Examples

• Tell about something you would be reluctant to do. Try to use reluctant when you tell about it.

• You could start by saying something like. “I would be reluctant to ___”

Answering Questions/Giving Reasons• Why might a person be reluctant to eat a new

food?• Why might a child be reluctant to come here?• Show me how a reluctant broccoli eater would

look? Put the new words in a Vocabulary Log

Types of pictures:• Use a symbol.

Providing RecognitionApproaches to this strategy in the classroom:– Establishing a rationale for recognition;– Following guidelines for effective and

ineffective praise;– Using recognition tokens; and,– Using pause, prompt, and

praise techniques.

Nonlinguistic Representations Approaches to this strategy in the classroom:– Graphic organizers,– Pictographic representations,– Mental images,– Physical models, and– Kinesthetic representations.

Setting Objectives Approaches to this strategy in the classroom:– Setting objectives that are not too specific,– Personalizing objectives,– Communicating objectives, and– Negotiating contracts.Generalizations from Research:– Instructional goals narrow students’ focus.– Instructional goals should not be too specific.– Students should be encouraged to

personalize the teacher’s goals.

Providing Feedback Approaches to this strategy in the classroom:– Using criterion-referenced feedback and

explanations,– Using feedback from assessments,– Engaging students in peer feedback, and– Asking students to self-assess

What does it look like?– Give timely feedback,– Explain what was correct and what was incorrect,– Avoid student grading of another’s work. Rather,

encourage students assisting each other to improve, and

– Provide students with opportunities to self-assess.

Questions, Cues, and Advance Organizers Approaches to this strategy in the classroom:– Cues and questions, and advance organizers are

techniques that call on students’ prior knowledge.– Cues and questions should focus on what is

important as opposed to what is unusual.– “Waiting” briefly before accepting responses from

students has the effect of increasing the depth of students’ answers.

– Questions are effective learning tools even when asked before a learning experience.

Generalizations from Research:– Advance organizers should focus on what is important

as opposed to what is unusual.– “Higher level” advance organizers produce deeper

learning than “lower level” advance organizers.

Classroom ManagementClassroom management is defined as

teachers’ actions related to:i. Establishing and enforcing rules and

procedures.ii. Carrying out disciplinary actions.*iii. Maintaining effective teacher-student

relationships*, andiv. Maintaining an appropriate

mental set.

Classroom Managementii. Carrying out disciplinary

actions.Effect Sizes for Disciplinary Interventions

Reinforcement .86

Punishment .78

No immediate consequences .64

Punishment and reinforcement .97

Classroom Managementii. Maintaining effective

teacher-student relationships.<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>

High Dominance High SubmissionClarity of Purpose, Lack of clarity, strong guidance purpose, or direction

<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>

High Cooperation High OppositionConcern for needs Active antagonism, of others, team member thwart others’ goals

Classroom Management


extentTeachers in my school,

1. Have comprehensive and well articulated rules and procedures for: general classroom behavior, beginning and ending the period or day, transitions and interruptions, use of materials and equipment, group work, and seat work.




2. Utilize specific disciplinary strategies that reinforced appropriate behavior and provide consequences for inappropriate behavior.

3. Utilize specific strategies that instill a sense of confidence in students that they are receiving proper guidance and direction.




4. Utilize specific strategies that instill a sense of confidence in students that their concerns and wishes are being considered.

5. Use different strategies with different types of students to provide them with a sense of acceptance by the teacher.




6. Use specific techniques to keep aware of problems or potential problems in their schools.

7. Respond to in appropriate behaviors quickly and assertively.

8. Use specific techniques to maintain a healthy emotional objectivity when dealing with student behavior.

8. Classroom Curriculum Design

Teachers in my school, when planning units of instruction …

1. …identify specific types of knowledge that are important for students to learn (e.g., important categories of knowledge, examples, sequences, comparisons, cause/effect relationships, facts, incidents, episodes, terms, skills, processes.)

1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent



2. …ensure that students will have multiple exposures to new content presented in a variety of forms (e.g., stories, descriptions) using a variety of media (e.g., read about the content, watch a demonstration, listen to a presentation.)




3. …make a clear distinction between skills and processes that are to be mastered versus skills and processes that are to be experienced but not mastered.




4. …organize examples into categories or groups that demonstrate the essential features of the content.

5. …ensure that students will be involved in complex projects that require them to address content in unique ways.




9. Home Environment10.Learned Intelligence/ Background

Knowledge11. Motivation 1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great

extent

9. Home Environment

Socio-economic Indicators

% of Variance Explained

Income Only 9.92

Education Only 3.24

Occupation Only 4.04

Home Atmosphere Only 33.29

Income and Education 5.29

9. Home Environment

1. Training and support is provided to parents to enhance

• Their communication with their children,• Their supervision of their children, and• Their parenting roles.


10. Learned Intelligence/ Background Knowledge

1. Students are involved in a school-wide program of wide reading that emphasizes vocabulary development.

2. Students are involved in school-wide programs that directly increase the number and quality of life experiences that have.


10. Learned Intelligence/ Background Knowledge

3. Students are involved in a school-wide program of direct instruction in vocabulary terms and phrases that are important to specific subject matter content.


11. Motivation

1. Students are provided with feedback on their knowledge gain.

2. Students are involved in simulation games and activities that are inherently engaging.

3. Students are provided with opportunities to construct and work on long-term projects of their own design.

4. Students are provided with training regarding the dynamics of motivation and how those dynamics affect them.


Learning in NOT a MysteryVisualsOwnership of learningQuestioningNote-taking

Not New Concepts

Suggested Use of Instructional Strategies

BeginningSet ObjectivesProvide feedbackQuestions, cues, advanced organizersCooperative LearningIdentifying similarities and differences

During Nonlinguistic

representation Notetaking and

summarizing Questions, cues,

advanced organizers

Cooperative Learning

Identifying similarities and differences

End Reinforce effort Provide

recognition Evaluate Self-

Assessment

“The future is not a result of choices among alternative

paths offered by the present, but a place that is created--created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them, changes both the

maker and the destination.”~ John Schaar

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dan

Personal Learning GoalsI 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.I will acquire a sense of urgency that this is OUR YEAR; andI will enjoy working with my colleagues!

Preserve and Enhance


lesson:• Beginning – ‘check for’

and ‘build’ background knowledge of each student;



Assessment Informing Instruction

People without information cannot

act. People with information cannot

help but act.Ken Blanchard



1. Instructional Strategies2. Classroom Management3. Classroom Curriculum Design


extent

What is the: essential knowledge, essential vocabulary, & essential skills of this kindergarten standard?

First-grade children from higher SES groups know about twice as many words as lower SES childrenHigh school seniors near the top of their class knew about four times as many words as their lower performing classmatesHigh-knowledge third graders have vocabularies about equal to lowest-performing 12th gradersIndividual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.


than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

Types of pictures:• Draw the actual thing.

Marine biologist

Types of pictures:• Draw the actual thing.

Abraham Lincoln

Mutualism

When one thing helps another.

Types of pictures:• Draw the concept.

Change


Explorer

Types of pictures:• Draw an example.

revolve


Types of pictures:• Draw an example.

food chain

Types of pictures:• Use a symbol.

Name That Category

Partner A faces the boardPartner B faces away from the boardClue giver lists terms that pertain to a category

Research on Imagery as Elaboration


than… …students who kept repeating definitions.


than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

When I dieI hope it occurs during a

lecturebecause the transition

from life to deathwill be so slight

that I will hardly notice it.

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Grade 2 math

Line of Symmetry

Third from Right

Pattern

Solid Shapes

Ruler

Rotation

http://www.images.com/bin/Detail?ln=7499900729

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Words with the long i vowel

soundWords with the long a vowel

soundWords with the long e

vowel sound

Words that start with Tt

Words that start with Mm

Parts of a book

Grade 1: English

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lesson:• Beginning – ‘check for’ and

‘build’ background knowledge of each student;



Beginning of LessonKey questions:1. What is the

background vocabulary that must be understood by each student?

2. What is the prior knowledge necessary to be ready for the lesson?

3. How will students’ demonstrate readiness?

Providing opportunities for teachers:

Checking for and building background

knowledgeDiscuss with your peers the current status of your school/grade-level in implementing this strategy to improve the achievement of EACH student.

The Las Vegas Principle:“What is said in this room … stays in this room!”

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

Factors Influencing Achievement

School

“Involvement of all stakeholders (students, parents, teachers and administrators) is essential in improvement efforts. The process of sustaining student achievement is to know what

students must be able to do, where you (they) are, determine where you want them to be, then figure out what actions will

get you (them) there and who is going to do this. Regular monitoring of progress and resulting course corrections

completes the process.

2006-07 GES DCPS VAAll English 76 78 85 Math 88 70 80 Science 83 77 88

Black English 76 73 76 Math 90 64 68 Science 82 71 77Hispanic English < 99 72 Math < 94 70 Science < 88 78White English 71 90 90

Math 80 85 85

Science 86 92 93Disabled English 63 59 62 Math 73 56 58 Science < 59 67

Poverty English 75 73 73

Math 88 64 67 Science 86 71 77

LEP English < 100 67 Math < 93 70 Science < 88 73

Required pass rates for each subgroup:

2005 tests – reading (65%) math (63%)




GES 2006-07 RLR-3 RLR-4 RLR-5 RLR-5 Writing

All Advanced 22 42 25 31Proficient 36 42 63 62Fail 42 16 13 8

Black Advanced 23 38 15 29Proficient 38 46 70 65Fail 38 17 15 6

Hispanic Advanced < < < <Proficient < < < <Fail < < < <

White Advanced 20 < < <Proficient 30 < < <Fail 50 < < <

Disability Advanced < 42 < <Proficient < 17 < <Fail < 42 < <

Poverty Advanced 21 44 22 <Proficient 34 44 65 <Fail 45 12 13 <

GES 2006-07 MTH-3 MTH-4 MTH-5

All Advanced 32 21 56Proficient 50 66 41Fail 18 14 3

Black Advanced 30 27 55Proficient 56 64 40Fail 15 9 5

Hispanic Advanced < < <Proficient < < <Fail < < <

White Advanced 36 < <Proficient 36 < <Fail 27 < <

Disability Advanced < 50 <Proficient < 20 <Fail < 30 <

Disadvantaged Advanced 26 17 52Proficient 58 70 43Fail 16 13 4

GES 2006-07 SCI-3 SCI-5 HST-3 Virginia Studies-CS

All Advanced 25 15 48 32Proficient 54 73 38 64Fail 21 12 14 5

Black Advanced 19 6 45 38Proficient 57 82 41 56Fail 24 12 14 6

Hispanic Advanced < < < <Proficient < < < <Fail < < < <

White Advanced < < < <Proficient < < < <Fail < < < <

Disability Advanced < < < <Proficient < < < <Fail < < < <

Disadvantaged Advanced 25 10 48 37Proficient 54 85 36 58Fail 21 5 16 5

GES 2006-07 RLR-3 RLR-4 RLR-5 RLR- 5Writing

Female Advanced 13 20 35 43

Proficient 47 50 47 50

Fail 40 30 18 7

Male Advanced 29 52 13 17

Proficient 29 38 80 75

Fail 43 10 7 8

GES 2006-07 MTH-3 MTH-4 MTH-5

Female Advanced 19 0 71

Proficient 63 70 29

Fail 19 30 0

Male Advanced 41 32 40

Proficient 41 63 53

Fail 18 5 7

GES 2006-07 SCI-3 SCI-5

Female Advanced 21 14

Proficient 57 71

Fail 21 14

Male Advanced 29 17

Proficient 50 75

Fail 21 8

GES 2006-07 HST-3 CSVirginia Studies

Female Advanced 40 <Proficient 47 <Fail 13 <

Male Advanced 57 33Proficient 29 67Fail 14 0

The Major Dimensions of Reading

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Reporting Category Number of Operational ItemsGrade

3Grade

4Grade

5Grade

6Grade

7Grade

8Grade

11Use word analysis strategies and information resources

8 8 10 11 11 11 12

Demonstrate comprehension of printed materials

27 27 30 34 34 34 38

Total Operational Items

35 35 40 45 45 45 50

Field Test Items 7 7 10 10 10 10 10Total Number of Items 42 42 50 55 55 55 60

Virginia SOL Reading Test Blueprint Summary TableGrade 3 through Grade 11

*Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.

Reading Think-Tac-Toe: 1What picture comes to mind when you think of the story?

Why?

What part of the story would you

change, if possible? How?

What symbol would you choose to

represent the main character’s

personality? Justify!What might another possible title be and

why?

Do you know someone like a character in the

story? How are they the same?

How did the story begin?

Describe the setting?

What do you think is the main problem in

the story?

What are the solutions? Were you

satisfied with the solution? Why or why

not?

Knowing the Learner

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

Knowing

the Learner

Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous

GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing

Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society

Stimulus-rich environmentOptions and alternativesInteresting and exciting learning

Learning Style of Beach Balls

Knowing the

Learner

Strengths Needs

See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification

Help in working with othersHelp in organizing time and bringing closure

Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry

Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades

Learning Style of Microscopes

Knowing the

Learner

Strengths Needs

Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification

Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections

Attitudes PreferencesNo news is good newsSerious about their workRequire feedback

Precise, useful feedbackRecommendationsAppreciate privacy

Learning Style of Clipboards

Knowing the

Learner

Strengths Needs

EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt

Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning

Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli

Subjective versus abstractPersonal incentives, encouragementChoice of learning environments

Learning Style of Puppies

“If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”

Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem

Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics

Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics

Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster

Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language

IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership

InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals

NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns

Multiple Intelligences in the Reading Classroom

Verbal/Linguistic Musical/Rhythmic Visual/Spatial Logical/Mathematical

Is a fluent readerListens attentivelyCommunicates in

writingLinks new and prior

learningDebates issuesResearches topicsExpresses a point of

viewReads for pleasureEnjoys listening to

someone readUses verbal

mnemonicsUses language to

communicate effectively

Comprehends with background music playing while reading

Finds interest stimulated with beats

Looks for rhythmic patterns and poetry

Spells words to a beatAttacks words by

dividing them into syllables

Creates songs, poems, jingles, or raps to remember information

Enjoys reading while playing background music that depicts the setting

Color-codes and highlights

Doodles while listening

Visualizes pictures while reading about events, character descriptions, and settings

Uses graphic organizers to plot thinking

Needs visual hooksViews, interprets, or

draws pictures and graphics to understand text

Prepares visualsUses art to express

understanding

Organizes informationOutlines and classifies

data Yearns to understand

sequence of the information

Learns by using timelines and step-by-step procedures

Reasons logicallyNeeds clear; precise

directionsLearns trivia factsEnjoys logic-related

games and puzzlesThinks abstractly and

criticallyUses the computer and

other gadgetsIs a problem solver

Multiple Intelligences in the Reading Classroom

Body/Kinesthetic Naturalist Intrapersonal Interpersonal

Learns by role-playingSimulates eventsCreates artifactsNeeds centers, labs,

and hands-on Needs a comfortable

spot of choice to read and work

Can skillfully use the body

Uses manipulatives to explore, learn and discover

Can show it or demonstrate it

Needs to move to learn

Responds to actions and feelings of characters

Yearns to discover with nature

Intuitively relates and learns factual information about science and the world around her

Creates habitatsConducts

experimentsIs a survivorSees patterns in

natureCopes and survives

in most environmentsRelates to events

and settings

Works best independently

Needs time to make personal applications

Reflects in a journalIs self-reflectiveNeeds time to

process new learning independently

Needs a quiet space to read and work

Accepts goals and responsibility

Enjoys reading aloneLearns with personal

links and connections

Works best with othersEnjoys partner readingCommunicates with othersLearns through interactions

such as text or literary talksEmpathizes with struggling

readersNeeds to talk while learningWorks well in flexible

groupingEnjoys discussionsIs a social butterflyUnderstands others’ feelings

and emotionsNeeds interaction,

conversations, and discussions

Needs a listening ear

Multiple Intelligences (Howard Gardner’s theory)

It is essential to collect qualitative data on the variety of human intelligences in our classroom.This qualitative data must be a factor in lesson planning.This qualitative data must be shared with all students. This helps students recognize that together they have 3 or 4 areas of strength and therefore more tools for creativity and problem solving.

Lesson Learned: Diversity in our class is our strength!

Activity: Establish and share the Multiple Intelligences of the staff at our school.

Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

After Reading Choice Board

Summarize a main idea and put it to a beat.

Draw the sequence of events on a timeline.

Create a way to remember the information.

Reflect on the significance of the information in your

journal.

WILD CARD !!!Your choice after getting

approval.

Create a series of at least six cartoon frames

to express the main idea.

Condense the information about a main idea and

create an advertisement, banner, or slogan.

Act a short skit that conveys the message of

the story.

Write a poem that conveys the main idea of

the story.

Reporting Category Number of Operational ItemsGrade

3Grade

4Grade

5Grade

6Grade

7Grade

8Grade

11Use word analysis strategies and information resources

8 8 10 11 11 11 12

Demonstrate comprehension of printed materials

27 27 30 34 34 34 38

Total Operational Items

35 35 40 45 45 45 50

Field Test Items 7 7 10 10 10 10 10Total Number of Items 42 42 50 55 55 55 60

Virginia SOL Reading Test Blueprint Summary TableGrade 3 through Grade 11

Use Word Analysis StrategiesIdentify words that have the same vowel sound. 61


ho will Answ


Who

will

add

to

the

answ

er?

Reporting Category Number of Operational Items

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Number and Number Sense 13 8 8 8 7 7

Computation and Estimation 11 12 12 10 7 7

Measurement and Geometry 12 12 12 12 12 12

Probability and Statistics 7 8 8 8 12 8

Patterns, Functions & Algebra 7 10 10 12 12 16

Total Operational Items 50 50 50 50 50 50

Field Test Items 10 10 10 10 10 10

Total Number of Items 60 60 60 60 60 60

Virginia SOL Mathematics Test Blueprint Summary Table

Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student Achievement

Recall Relate Connect Create

Cognitive Domain

Knowledge Comprehension Application Analysis Synthesis Evaluation

Question Cues

List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.

Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, initiate, discuss, extend

Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite

Assess, decide, rank, grade, tests, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Research-Based

InstructionalStrategies

Summarize and Note Taking

Nonlinguistic Representation

Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/ Setting Objectives & Providing Feedback


Similarities and Differences

Nonlinguistic Representations

Generating & Testing Hypotheses


Generating and Testing Hypotheses


Questions, Cues, and Advanced Organizers








Research-Based

AssessmentStrategies

Student Self-AssessmentsPerformance TasksOral ReportsEssay

Forced-ChoiceShort Written Response

Forced-ChoiceShort Written

ResponseEssay

EssayTeacher Observation

EssayShort Written Response

Essay Essay

English K.8 K.2 K.3 K.9 K.10 K.12

K.4 K.5 K.7 K.13 K.1 K.11 K.6

Mathematics K.1 K.2 K.3 K.4 K.5 K.7 K.8 K.10 K.11 K.12 K.18

K.2 K.7 K.9 K.18 K.11 K.13 K.14 K.15 K.16

K.1 K.4 K.6 K.10 K.13 K.17

Science K.1 K.2 K.3 K.4 K.5 K.6 K.7 K.8 K.9 K.10

History/ Social

Science

K.1 K.2 K.4 K.5 K.8 K.9

K.6 K.7 K.2 K.3 K.6

Kindergarten

Dan Mulligan, 2006

2006 – 2007



Cognitive Domain


Question Cues List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.






Research-Based

Strategies



Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/Setting Objectives & Providing Feedback
















Research-Based





ResponseEssay



Essay Essay

English 1.11 1.2 1.3 1.6 1.7 1.8 1.10

1.1 1.5 1.4 1.9 1.12

Mathematics 1.1 1.4 1.5 1.8 1.9 1.10 1.15 1.16 1.17 1.18

1.3 1.5 1.7 1.21 1.6 1.9 1.10 1.111.12 1.19

1.2 1.7 1.111.13 1.14 1.181.19 1.20

1.16 1.21

Science 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

History/ Social Science

1.9 1.15 1.2 1.3 1.10 1.11 1.12 1.13

1.4 1.8 1.12 1.1 1.6 1.7 1.8 1.9

1.5

Grade 1

Dan Mulligan, 2006

2006 – 2007



Cognitive Domain


Question Cues List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.






Research-Based

Instructional Strategies



Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/Setting Objectives & Providing Feedback
















Research-Based





ResponseEssay



Essay Essay

English 2.8 2.5 2.6 2.7 2.9 2.10 2.12

2.4 2.1 2.3 2.11 2.2

Mathematics 2.1 2.2 2.3 2.62.12 2.15 2.17 2.18 2.20 2.25

2.1 2.4 2.7 2.8 2.12 2.13 2.14 2.15 2.18 2.19 2.24 2.25

2.1 2.4 2.5 2.7 2.8 2.9 2.11 2.12 2.24 2.26

2.2 2.11 2.16 2.17 2.20 2.22 2.23

2.9 2.10 2.21 2.22 2.25 2.26

2.23

Science 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8

History/ Social Science

2.1 2.4 2.11 2.6 2.7 2.8 2.9 2.10 2.12

2.5 2.2 2.3 2.4 2.8 2.6 2.7

Grade 2

Dan Mulligan, 2006

2006 – 2007

Teachers should use feedback to support the learning of essential knowledge and essential skills and furnish useful information to both the teacher, parent and the

student. Assembling evidence from a variety of sources is more likely to yield an accurate picture.

Classroom

Performance

Assessments

Sample Checkpoint Test for SOL K.4

Sample Checkpoint Test for SOL K.4

“The math program in pre-kindergarten through Grade 2 should take advantage of technology. Guided work with calculators can enable students to explore number and pattern, focus on problem-solving processes, and investigate realistic applications.”~Principles and Standards 2000

www.authorama.com

http://www.highlights.com/

http://rubistar.4teachers.org/index.php

http://www.rockingham.k12.va.us/mves/mves.html

http://nlvm.usu.edu/en/nav/vlibrary.html

www.augusta.k12.va.us

www.ttaconline.org

http://www.authorama.com/

http://rubistar.4teachers.org/index.php

http://nlvm.usu.edu/en/nav/vlibrary.html

http://www.augusta.k12.va.us/

educating each child: strategies that work!

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