Meet Your Facilitators!

Diane JohnsonInstructional Supervisor, Lewis Co. Schools

Regional Teacher Partner, P-12 Math & Science Outreach Unit of PIMSER

Kim Zeidler WattersDirector, P-12 Math & Science Outreach Unit of PIMSER

Debbie OwensAssociate Director, P-12 Math & Science Outreach Unit of PIMSER

Ann BoothRegional Teacher Partner, P-12 Math & Science Outreach Unit of PIMSER

Roadmap March Beginning a Professional Learning CommunityPostcard activityCard sort (Nice to have and critical attributes of a Master

Teacher)

What is our target?Card sortEffective Instruction: What are the keys to effective

instruction?; What is rigor?

Getting to Know You

•Find someone who fits one of the descriptors on the BINGO card.•Have her/him sign her/his name on that square.•You have 3 minutes to BINGO on the People Hunt Fact Bingo.•Whoever bingos first will win a fabulous prize!

Rapid ReviewInterview Questions1.What did you take away from the last meeting related to developing your role as a Master Teacher?2.Qualities of effective instruction/Looking for an argument?3.What are you most excited about?4.What questions do you have?

Three-Step Interview1.Group is provided with questions and duration of the interview. (Total – 15 min.)2.Individuals are provided think time. (2 min.)3.In pairs, Partner A will interview Partner B. (3 min.)4.Pairs will switch roles: Partner B will interview Partner A.5.Pairs pair to form groups of four.6.Round robin: each participant, in turn, shares with the team what he/she learned or connected with in the interview. (6 min.)

How Students Learn

Goals• Deepen understanding of learning

principles.• Consider how the key principles can

be organized into a framework for thinking about teaching, learning, and the design of classroom and school environments.

Learning Targets• I can determine implications for

designing learning from my reading in How Students Learn.

• I can identify how the key principles and design considerations are utilized in a classroom example.

Pour and StoreModel…

•Is this a flawed model? What’s your evidence?

•What are the implications for instruction?

Making Meaning Model

•How might this be a more accurate model?

•Create another illustration or cartoon that represents the three principles of learning.

1. Identify the 3-6 most important ideas from chapter 1 of How Students Learn.

2. Write each idea on a separate index card (e.g., 6 ideas, 6 index cards).

3. Pair up with your randomly selected partner.4. Using the rules for consensus negotiation,

combine and/or pare your lists to 5 ideas.a. Avoid win-lose situationsb. Avoid quick and simple solutionsc. Make sure all ideas use evidence and are

logical5. Pairs pair up to form groups of 4. Negotiate

the ideas again to form a comprehensive and ordered list of the 4 most important ideas.

6. Finally, each group of 4, use your negotitated list to write a collaborative summary on chart paper to share.

Collaborative Summary Strategy

How Students Learn

Key Principle 1: Engaging Prior Understandings

How StudentsLearn

• The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases. Charles I. Gragg, "Because Wisdom Can't Be Told," in The Case Method at the Harvard Business School, ed. M. P. McNair (New York: McGraw-Hill, 1954), p.11. The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone's management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management, it is that a storehouse of ready-made textbook answers does not exist.

A student of business with tactAbsorbed many answers he lacked.But acquiring a job,He said with a sob,"How does one fit answer to fact?"

A student of business with tactAbsorbed many answers he lacked.But acquiring a job,He said with a sob,"How does one fit answer to fact?"

Key Principle #2: Essential Role of Factual Knowledge and Conceptual Frameworks in Understanding

Key Principle #3: Importance of Self-Monitoring

How StudentsLearn4 design characteristics that can be used as lenses for considering lesson design

“The most important single factor influencing learning is what the

learner already knows. Ascertain this and teach him accordingly.”

Ausubel“Enduring understandings use discrete facts or skills to focus us on

larger concepts, principles, or processes. They derive from and

enable transfer.” Wiggins and McTighe, UbD

“The research indicates that improving learning through assessment depends on 5, deceptively simple, key factors:•The provision of effective feedback to pupils;•The active involvement of pupils in their own learning; •Adjusting teaching to take account of the results of assessment;•A recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning;•The need for pupils to be able to assess themselves and understand how to improve.” Black and Wiliam, 1998

“When I was in the classroom I had one overriding goal.

My goal was to make every child feel that he or she is the reason I teach.”

Larry Bell

Content Break-outs

• What were some of the key ideas about designing learning for math or science that you gained from chapter 5 or 9?

• As you work through the activity, make a note of how the 3 key principles have been used to design the experience.

• How does the activity address the 4 design characteristics (where applicable)?

• Complete this analogy: designing learning in math/science is like _____, because _____.

Math – MatricesScience – Characteristic Properties

How StudentsLearn

• What were some of your aha’s and ‘notes to self’ as you read chapter 8 or 12 concerning designing learning?