Network for New Science/Math Teachers November 17, 2009 Lexington, KY Brought to you by : University of Kentucky Partnership Institute for Math & Science Education Reform And Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

Let’s Get Acquainted! Find the person in the room who has the same number and color as you. Introduce yourself and share the funniest thing that has happened to you as a teacher thus far. On the signal, pair up with the other couple that has the same number as you. (all 7’s, all Q’s, etc) Introduce yourselves and decide the funniest story. Be prepared to share with the whole group.

Who is in the Room? Grade Level Subject Years of Experience

Your Facilitators for the Day Kim Zeidler-Watters –Director, PIMSER K-12 Math Science Outreach Terry Parkey –PIMSER Regional Teacher Partner Tolene Pitts –PIMSER Regional Teacher Partner Becky W. Smith –PIMSER Regional Teacher Partner

Road Map for the Day Learning Climate Body of a New Teacher Teaching Reading Break Out Sessions

Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Balance advocacy and inquiry Keep name tags visible Rule of 2 feet Any others?

Teacher Top 10

Pre-Survey On an index card, please answer the following question: What do you hope to get from these 6 meetings? Place in the middle of your table when finished.

Body of a New Teacher Using the hand-out, answer each question based on your experience. Next, form subject specific groups of 2-3. Discuss your individual ideas and create a “Body” chart representing the group.

Teaching Reading in Math and Science Learning Targets –I can explain why vocabulary development is important in math or science. –I can identify the steps necessary to plan content vocabulary instruction.

Teaching Vocabulary Complete the pre- reading guide. In the section, “The Role of Text Features”, read the sub-section “Text Features: Vocabulary” Complete the reading guide as you read.

For Next Time Read the Frayer Model strategy and decide how you would like to use this with your students. At the next meeting, bring some student samples and be prepared to share pros and cons of this strategy.

Learning Climate Learning target: I can write a concept definition for learning climate. –This means I can define learning climate by providing the relationship to a larger idea, examples, non-examples, and critical attributes.

Recipe for Success Imagine how frustrating culinary school would be if the only feedback a student chef received was “Make this taste better.” Now imagine the same problem applied to school improvement. –How does one become a ‘better’ teacher? – What are the characteristics of effective teaching that distinguish the most effective teachers? –How does one become a ‘better student’? –What are the characteristics of effective learning that distinguish the most effective students? Create a Recipe for Success –On an index card, jot down the key ingredients for school improvement

High Quality Teaching and Learning LEARNING CLIMATE Use the descriptors to rank order yourself in terms of Learning Climate

Learning Climate Complete the companion viewing guide as you watch the video in your subject alike groups

Learning Climate Post-viewing: How did the teacher show evidence of high expectations through her instruction and interactions with her students? Share examples of classroom management used during both instruction and transition. What strategies were used to increase student engagement and motivation? What feedback was provided to students that reinforced classroom expectations? What did you observe that you could immediately implement in your classroom to improve climate? How will you measure implementation impact?

What if we don’t attend to LC?

Strategies For Your Toolbox Grouping Method (playing card) Reading Guide Group Work Frayer Model Video Viewing Guide T-chart Reflection Sounding Board

Break Out Sessions

Facilitators Terry Parkey Becky Smith