prepared for the professional learning community members of porterdale elementary school by dan...
TRANSCRIPT
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Prepared for the Professional Learning Community Members of
PORTERDALE ELEMENTARY SCHOOL by Dan Mulligan, Ed. D., flexiblecreativity.com, (twitter: @drdanmulligan)
September 2015
IT’S ALL ABOUT THE SECOND QUESTION:
RELATIONSHIPS + RIGOR + RELEVANCE =
RESULTSFocus on Learning
Build a Collaborative
Culture
Focus on Results
Excellence for ALL
Students
HIGH EXPECTATIONS“Sometimes the questions are complex but the answers are simple.”
~Dr. Seuss
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readworks.org
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Porterdale MissionThe mission of Porterdale Elementary School is to
provide a quality, rigorous, and relevant education to all students so that all may have the opportunity to develop
and succeed in a competitive and changing global society.
The vision of Porterdale Elementary School is that all students become college and career ready individuals, critical thinkers, and
productive citizens who continue to learn for life.
Porterdale Vision
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BEGIN WITH THE RIGOR
HELPING STUDENTS DEVELOP UNDERSTANDING
Assessing for Conceptual Understanding (These are…These are not)
Suggestion from Research:
Open (begin) with the rigor…
…but rather than rigor…scaffold the experience for students to foster rigor with nurturing…
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If you want a learner to
truly understand
and own essential
knowledge, expand your exploration
from ‘what it is’ to also ‘what it is
NOT’.
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? ?
How can you use the Where do I belong? structure to support your
role as teacher/administrator?
A = bh
Opposite sides equal
1 right angle
Right Triangle
4 sides
3 sides
4 right angles
A = ½ bhRectangle
One side is the longest
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OPEN TASK AND CONSTRUCTED RESPONSE
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OPEN TASK AND CONSTRUCTED RESPONSE
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PROFESSIONAL LEARNING COMMUNITY
Continuously Refining Our Craft
WHYBOTHER?
The legendary cellist Pablo Casals was asked….why he continued to
practice at age 90.
“Sometimes the questions are complex but the answers are simple.”~Dr. Seuss
“Because I think I’m making progress, “ he replied.
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Think Pad is a resource designed to:• provide evidence of
understanding and participation during student-to student dialogue
• facilitate student reflection on their thinking
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Resources
to
Share
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1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012
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Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key
words that capture the essential elements of a functioning thriving
Professional Learning Community with fidelity.
Enjoy working with your new best friend.
Attributes of a thriving PLCCREATING AN
ENVIRONMENT FOR LEARNING
SETTING OBJECTIVES AND
PROVIDING FEEDBACK
Unpacking the Standard
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A. CREATING AN ENVIRONMENT FOR LEARNINGADDITIONAL SAMPLE RESOURCES
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THE
HOW
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page5
UbD
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Knowing the Target
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The Power of Our Questions
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Pages7 - 12
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Second
Question
ELA
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Second
Question
MATH
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Focus on the Essential (driving) Question
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pages 13 - 15
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What is Genius Hour?
Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school. It’s not easy to determine where the idea was originally created, but there are at least two events that have impacted genius hour.
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pages7-13
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pages7-13
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pages7-13
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Driving Question
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Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
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50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
ThrivingProfessional
LearningCommunity
Continuous Improvement Research-Based Collaboration
Accountability Evidence
Formative Assessment
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http://etc.usf.edu/clipart/
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