please record on an index card: your name teaching assignment your school years of experience (on...
TRANSCRIPT
Please record on an index card:
• your name
• teaching assignment
• your school
• years of experience
• (on back of card) “best hope” & “worst fear” for teaching this fall
Welcome to ESU 6!
Effective Instruction Series
2013-14~~~~
July 23 – July 26Oct 15Dec 5
ObjectivesParticipants will have an understanding of
•who is in the "Class of 2013”
•the importance of building relationships with students. "Students don't care what you know until they know that you care.”
•the structure and goals of the "Effective Instruction Series."
•"The Art and Science of Teaching" as a framework for teaching techniques and instructional strategies.
•Google technology and ways to use Google applications in the classroom.
Introduction Getting to Know One Another Survey of Perceptions and Knowledge Overview of EIS 2013 (agenda, materials)
Sign into Google and Blogger
Group Picture
Lunch (12:00)
Reflections on Teaching & Learning Marzano Model Overview Video Self Reflection Self Assessment Goal Setting
Social Networking Awareness
Technology Tools
Closing
Today’s Agenda
Getting to Know Each OtherCreating a Name Tent
1. Fold the paper in half hamburger style
2. On the open end approximately 1 inch from the bottom fold the paper to the middle or inside. (This creates the bottom)
3. In the boxes provided, write your name, school and what you teach.
Word Power
2006 Nebraska Volleyball National Champions
Each Husker selected a word as a guide during the 2006 season.
Belief, Presence, Love, Fearless, Trust, Impact, Discipline, Serve, Intensity, Impact, Moxie, Passion
Word Power
Jordon Larson, passion, “I want to come into every match showing the love for the game, how much I want to play it.”
Sarah Pavan, impact, “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”
Getting to Know Each OtherPersonal Word
Words are Powerful!
1. Think of a term that describes you now or as you’d like to be, and be able to provide a reason.
2. Write your word in the top box provided.
3. Walk around the room and introduce yourself to 3 other people and explain your term.
Calling on StudentsUsing Index Cards for Random Selection
• name
• teaching assignment
• school
• years of experience
• “best hope” & “worst fear” for teaching this fall
Please submit your index card.
Does this look familiar?
Ever Felt Like This?
Calling on StudentsUsing Index Cards for Random Selection
Purposeful, Random, Volunteer
Every student has opportunity to be selected, each time.
Equal distribution of student involvement
Eliminates teacher bias
Quick, user-friendly
Can also be used for easy grouping
Calling on StudentsVariations to Index Cards
Cards, Sticks
Clickers
Random generator
Apps
e.g., Pick Me!, Stick Pick, Teacher’s Pick
Talking Chips
Many others!
Focusing the ClassHands Up
When you see my hand up…
1.Raise your hand.
2.Quickly finish your thoughts with your partner or group.
3.Wait for clarification or more directions.
We will model different signals throughout the series.
Getting to Know Your StudentsInterest Circle
Directions Please tell me what we are going to do when we get started. Let’s get started.
I played a musical instrument in high school.
I have read a book for pleasure in the last 3 months.
I am an only child.
I have a close relative who is a teacher.
I have an account for Facebook, Google, Twitter, Wikispaces…
Categories from the group
Getting to Know Your StudentsInterest Circle
Why did we do the Interest Circle activity? Get to know students better
Explore learning perspectives Students see commonalities
Get up and move around
Repeating Directions Check for Understanding Another chance for those who may have missed it
Students don’t care what you know, they want to know that you care!
Learning is all about relationships. Get to know your students by asking questions.
Changing States
As your brain gets numb-er, your brain gets dumber!
changes of mode, task, focus Pre-adolescents, 5-10 minutes Adolescents – Adults, 10-20 minutes
refocus attention
activate other parts of brain
increase blood flow
replenish dopamine level
Getting to Know Your StudentsSelf-Assessment
Take a few minutes to complete the survey.
Your ability to utilize assessment, reporting and grading practices based on current research and literature.
Your ability to utilize instructional strategies based on current research and literature.
Your ability to implement classroom management practices based on current research and literature.
Educational Service Unit #6
About Us Toby, Lenny, Lynne, Jill, April, Tammy
ESU 6 What? Where? How? Refuse & Recycling Inclement Weather www.esu6.org, Facebook, Twitter, Wikispaces, etc. Payment/Reimbursement
Be sure to sign in each day!
We pledge to…
have fun.
avoid flat butt syndrome.
focus discussion about what is best for kids.
let you know why we are doing what we are doing during the presentation.
We also pledge to…
do activities rather than talk about them. (This means we will not cover as much.)
provide some materials ready to use in your classroom.
not be a mile wide and an inch deep. (It is not what you cover but what your students discover. )
You pledge to…
interrupt us with questions, observations, comments or something you want to share.
take care of yourself. Stand up Use the restroom
When helping students learn, consider pledging to…
have fun.
avoid flat butt syndrome.
focus on what is best for kids.
let your students know why you (and they) are doing things.
encourage a growth mindset.
EIS History & Vision(formerly known as EYA )
History & Vision
Doane College Partnership 3 hours graduate credit (fall) 5 days + projects
First Semester Sessions October 15: Reflection, Engagement, Tech December 5: Reflection, Vocabulary, Tech
Series GoalsParticipants will…
Utilize assessment, reporting, and grading practices based on current research and literature.
Utilize instructional routines and strategies based on current research and literature.
Implement classroom management practices based on current research and literature.
Training Overview Tuesday July 23
Introductions, Overview of EIS, Marzano Model, Tech Tools
Wednesday July 24 Brain Based Learning, Routines, Tech Tools
Thursday July 25 Homework, Grading, Classroom Management, Tech Tools
Friday July 26 Keynote: Dan Ernst, NCSA, District Conversations, First Day
Planning
Tuesday October 15 Reflection, Goal Setting, Engagement, Tech Tools
Thursday December 5 Reflection, Goal Setting, Vocabulary, Tech Tools
Google and Blogger
Sign into school Google account
Sign into blogger (set up profile, privacy settings, etc.)
Collect URLs via Google form and post on wiki
Reflect on Intro and overview What are your greatest hopes for EIS 2013? What are you wondering about? Record any other questions or comments.
Group Picture
Marzano Overview
Surveying Prior KnowledgeFist to Five
Robert J. Marzano
1. Who?
2. Sounds familiar
3. Know the name, read a book
4. Have studied his work extensively
5. You mean Bob? Yeah, we’re FB friends.
Surveying Prior KnowledgeFist to Five
Quick responding technique
Survey perceptions, acknowledge consensus, check for understanding
Students show fingers to rate perception / understanding. Fist – I’ll fight it. Nothing got through. No clue. Five – I’ll champion the cause. I understand completely.
The Art and Science of Teaching
Meta-analysis
Ten Design Questions
A bit about the research…
Goal to identify instructional strategies with a high probability of enhancing student achievement for all students in all subject areas at all grade levels.
Meta-analysis Analyzes of a number of studies (4,000) separate
comparisons
Results reported in effect size The increase or decrease in achievement of the
experimental group measured in standard deviation units
Classroom Instruction That Works! (Marzano, 2001)
Objectives
Provide an overview of the model
Discuss the need to have a common language of instruction
Generate examples from teacher practice
Resources can be accessed at:
http://tobyboss.wikispaces.com/home
Craft Knowledge
Name it.
Describe it. who, what, when, how
Say why it’s good. why
“…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.”
(Burney, 2006)
Thinking about instruction…
List two or three successful strategies that you use with your students.
Examples Inside/Outside Circle 15 to 25
Expert PerceptionsRichard Elmore
Education is a profession without a practice.
We haven’t developed a clear sense of what we do, and how it relates to our core mission.
It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom.
We need a systematic answer to the question of how we do what we do.
The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.
The Art and Science of TeachingTen Design Questions – What will I do to:
1. establish and communicate learning goals, track student progress, and celebrate success?
2. help students effectively interact with new knowledge?
3. help students practice and deepen their understanding of new knowledge?
4. help students generate and test hypotheses about new knowledge?
5. engage students?
6. establish or maintain classroom rules and procedures?
7. recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
8. establish and maintain effective relationships with students?
9. communicate high expectations for all students?
10. develop effective lessons organized into a cohesive unit?
Why do we need a common language of instruction?
Provides a method to talk about instruction
Provides a way to name, share and replicate strategies
Provides a framework for reflection and goal setting
Art and Science Form
Background
People are motivated by three things Purpose Autonomy Mastery
(Robert Marzano and Daniel Pink citing Edward Deci)
Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano)
Teaching is complex and takes about 10 years to master
Presumptions
Teaching is complex
The model should be “robust” enough to capture this complexity – 41 strategies
Teachers need not do them all
Gains are incremental - get better at a few each year
Feedback using a common language of instruction is critical
Lesson Segments
“Thin slices” of instruction Those involving routines Those involving content Those enacted on the spot
1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations
Page 7, The Art & Science of Teaching
The Art and Science of Teaching
Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
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The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
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Lesson Segments
“Thin slices” of instruction Those involving routines Those involving content Those enacted on the spot
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
The Art and Science of Teaching
Routine Segments
Routine Segments
Communicate learning goals
Track student progress
Celebrate success
Establish classroom rules and procedures
Organize the physical layout of the room
Discuss
What are examples of routine segments from your practice?
How do you: Communicate to students the learning goal? Establish and teach procedures? Provide feedback? Celebrate? Organize the room?
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
Content Segments
ADDRESSES CONTENT IN SPECIFIC WAYS
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Content Segments
Interact with new knowledge
Practice and deepen content
Generate and test hypothesis
Discuss
What are examples of content segments from your practice?
How do you: Introduce content? Practice content? Provide projects to apply content?
Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
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On the Spot Segments
Student engagement
Adherence to rules and procedures
Teacher –student relationships
High expectations
Discuss
What are examples of on the spot segments from your practice?
How do you: Engage students? Address adherence to rules? Build relationships? Communicate high expectations?
Thinking about instruction…
List two or three successful strategies that you use with your students.
Discuss where you would find these strategies in the Marzano Model
Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
T
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Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
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Resources
http://marzanoresearch.com/site
http://esu6mrl.wikispaces.com
http://esu6craftknowledge.wikispaces.com
ESU 6 YouTube: http://www.youtube.com/user/esu6pd
Incremental Improvement
It takes deliberate practice to over the course of 10 years to be an expert
Teachers need not do all the strategies – not only one way to teach – it’s complex!
Choose one or two for improvement with deliberate practice
Goals for improvement should be set at appropriate stages (yearly, semester, quarter)
Expectations
Prior to the October 15 session: Capture 20 minutes of instruction on video We have iPods for checkout
Self assess the video on October 15
Set one to two goals
Full participation Attend all sessions Complete all activities Receive a device or other equivalent PD – this is to be
designed with the building principal
Blogger Reflection
Reflect on the MRL Instructional Model and the notion of goal setting and improvement.
Technology Tools
Social Networking Awareness
Tools & Accounts Google+ and hangouts. Create EIS community and invite participants to join.
Technology Tools & Awareness TIG web site http://esu6tig.wikispaces.com/
Day 1 Wrap-Up
Craft Knowledge
Parking Lot
Questions for Dr. Breed
What to Bring
Invite mentors/administrators for Thursday
Exit Ticket: Geometric Closure
Craft KnowledgeThink – Pair – Share (Wait-Time Extended)
Think – What strategies/routines have you observed today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.
Pair – Discuss your ideas.
Share – Share one idea when prompted. Record craft techniques that you want to remember! EIS wiki: http://esu6eis.wikispaces.com
What to Bring
If possible: laptop tech log in information Principles of Learning curriculum grading policy homework policy tech policies / acceptable use policies
Geometric Closure
ideas that square with my beliefs or current practice
made me wriggle in my seat
an action I will take