1. Grainger County Schools November, 2015

2. G s = Opportunities for 2 Strategies

3. Two Minutes

4. 2 simple steps Make sure students: 1. SeeHear 1. See & Hear the Goal 2. Interact 2. Interact with the Goal Read it Say it Write it Score it

5. State the Learning Objective as a Goal Goldilocks Rule Not too Broad Not too Specific “Just Right!” State the learning objectives in simple language and in terms of knowledge rather than learning activities. Pg. 7

6. Scoring Rubrics

7. Goal Scoring Tools

8. Focus= Student and the Learning The Big Four

9. Goals: Gain a better understanding of the components of GANAG and varied assessment

10. How did you learn to teach?

11. Why is this significant?

12. GANAG Goal Goal - Set a learning goal based on the standards. A A ccess Student Prior Knowledge N N ew information (declarative/procedural) A A pplication Goal Goal - Revisit the goal. Score to the standards.

13. Master LEARNERS 21 st C G - set a goal A – access prior knowledge N – new information (d or p) A – apply thinking/practice G – generalize, goal review, grade With lots of feedback Homework Optional Assessment timely Mastery TEACHING ‘70s O – set objective A – anticipatory set I/M – input/modeling GP – guided practice IP – independent practice Check for Understanding/Monitor and Adjust C – closure Daily Lessons: Update your schema

14. Daily Instruction G G - set a goal Setting objectives and providing feedback Reinforcing effort and providing recognition A A – access prior knowledge Nonlinguistic representations Cooperative learning Questions, cues and advanced organizers N N – new information (d or p) Summarizing and note taking Homework and practice A A – apply thinking/practice Identifying similarities and differences Generating and testing hypothesesHomework and practice Questions, cues and advanced organizers G G – generalize, goal review, grade Setting objectives and providing feedback Reinforcing effort and providing recognition

15. What do these photographs have in common?

17. butterfly vacation serendipity WORDS (linguistic) IMAGES (nonlinguistic) We store information in two ways…

18. The brain processes visual information 60,000 times faster than text. 90 percent of information that comes to the brain is visual. Visual aids in the classroom improve learning by up to 400 percent. Although 10 percent of secondary students are auditory learners, 80 percent of instruction is delivered orally.

20. Less Text, More Pictures

22. Tools for Understanding and Remembering

23. CREATING Graphic Organizers

24. MAKING Physical Models Simple Machines Stages of Meiosis

25. GENERATING Mental Pictures calliope

28. CREATING Pictures, Illustrations and Pictographs

29. ENGAGING in Kinesthetic Activity

30. Goal - Set a learning goal based on the standards. A ccess Student Prior Knowledge N ew information (declarative/procedural) A pplication Goal - Revisit the goal. Score to the standards.

31. Neural Courtesy

32. Three Minutes

33. APK= Opportunities for 3 Strategies

34. 3 simple steps 1.Use an image, story, object or even notes from the day before. 2. Ask students to respond to a cue or question. If possible, have students write down their response (a word, phrase, numbered list, sketch or pictograph). 3. Pair share to help students fire each other’s neurons- allowing for every student to participate.

35. Scale of 1 to 10 1 1 - Teacher asks a question, takes 1-2 responses and moves on to new information 5 5 - Teacher asks all students to take out their notebooks, look through notes from the day before, circle 1-2 key words or phrases that are not clear, and write a question to share with the class 10 10 - Teacher uses a non-linguistic representation, asks students to think-pair-share, and write or draw a response in their notebooks

36. AGNAG G oal- Set a learning goal based on the standards. Access Prior Knowledge N ew Information A pplication G oal - Revisit the goal. Score to the standards

37. Goal I can identify the main topic and key details. APK Watch the video. “What did you see?”

38. How are these pictures the same? How are they different? Student Goal- I can classify. 1 st Grade

39. RL.3.6 Point of View Student Goal- I can analyze perspective. Student talked with a partner about what the noticed in the image.

40. Student Goal- I can describe how characters in a story respond to major events and challenges. (The text for the lesson is Silent Music) 2 nd grade Reading APK- Watch a video to glimpse life in Baghdad. “How would you feel if you walked outside and saw this? What would you see? What would you hear?” Turn and Talk

41. Student Goal- I can find hidden tens in numbers Kindergarten Math APK- watch a video (two children play hide and seek in an empty room) Turn and Talk- “What was silly about his video?” “Imagine you were going to play hide and seek in this room. Where would you hide?”

42. Student Goal- I can describe pictures using simple sentences and pronouns 1 st grade English Language Development APK- review pronoun chart (from a previous lesson)

43. Student Goal- I can use the Engineering Design Loop process to solve a problem. 3 rd Grade – STEM Challenge APK- What are some of your favorite holiday foods?

44. Student Goal- I can use pictures and words to understand characters in a story 2 nd grade Reading APK- Review a character web from a previous lesson. Tell the person next to you: “What is one thing you know about Mrs.Goodkind in The Fire Cat?”

45. Student Goal- I can use the internet to research 3rd grade Reading/Social Studies APK- Pair Share and then make a list of the types of information a person could get from the internet

46. Student Goal- I can quote accurately from a text to support my inferences. 5 th grade Reading APK- Look at the picture. “What do you see?” “In your notebook write two things you see in the picture.” The class created an analogy together. Optical illusion is to picture as inferences are to reading.

47. Sources for Images

48. cow

50. cambur

52. What is Assessment?

53. Student Self Assessment Classroom Teacher Assessment District Assessment State or External Assessment Types of Assessments

54. Assessment Tasks Evaluating Performance on Tasks

55. External Measures State Tests District Tests Grading & Record Keeping for Improvement Scoring Guides Feedback Reporting Report Cards Progress Reports Assessment Tasks Evaluating Student Performance Observation Self-assessment Testing for Recall Testing for Thinking Classroom Assessment Tasks formative summative Improving Student Learning Reporting Student Learning

58. Classroom Assessment Tasks formative summative 1.Student Self AssessmentGoal Sheets 2.Teacher ObservationsLive Scoring 3.Oral or Multi- Media presentations 4.Performance TasksProjects 5.Constructed Response Short written response Essay 6.Selected Response Fill in the Blank Multiple choice Matching True/False Reading Foundations Print Concepts Phonological Awareness Phonics & Word Rec. Fluency Reading Literature Reading Informational

62. Sample Lessons

63. Grading and Record Keeping

65. Exit Ticket The most significant thing I learned was… I would like to know more about…