1. Know Who Your Students Are
Read each statement and circle your level of agreement/disagreement on the scale to the left.
(Beginning of the session column)
5 minutes to circle their response.
Session 1 – Task 1

2. Now, write as many responses as you can to the questions below
Now, write as many responses as you can to the questions below. Share your responses with a partner and add new ideas generated from the discussions to your graphic organizer.
How does prior knowledge contribute to the diversity in my classroom?
How does cognitive development contribute to the diversity in my classroom?
How do cultural backgrounds contribute to the diversity in my classroom?
How do generational experiences and expectations contribute to the diversity in my classroom?
Do part one on own first - silently (4 minutes)
Sharing with partner and group (8 minutes)
Session1Task 2
*Graphic Organizer

3. Read the following excerpts and add new learning, thoughts, or ideas to your graphic organizer.
Teaching with the Brain in Mind
How to Teach Now: Five Keys to Personalized Learning in the Global Classroom
Funds of Knowledge
Never Work Harder Than Your Students
Active Lessons for Active Brains
K-12 Teaching and Learning From the UNC School of Education
Reading on own and writing on organizer (10 minutes)
Small group discussion (10 minutes)
Session1Task 3
*Text Sets

4. Teaching with the Brain in Mind
What do teachers need to do to personalize learning?
Understand movement and learning
Recognize emotional states
Manage the social brain
Motivate and engage
Utilize critical thinking skills
Enhance memory and recall
Brain-based learning (what do we do before, during, and after teaching)
To know more about these concepts, see me for the book!

5. What do teachers need to do to personalize learning?
How to Teach Now: Five Keys to Personalized Learning in the Global Classroom
What do teachers need to do to personalize learning?
Know our students as learners.
Know ourselves as teachers.
Know our curriculum at a conceptual level.
Know our assessments
Know our collegial relationships.
To know more about these concepts, see me for the book.

6. K-12 Teaching and Learning From the UNC School of Education
Funds of Knowledge
How do I gain funds of knowledge?
K-12 Teaching and Learning From the UNC School of Education
Attempt to learn, understand, and know students’ political, historical, and personal situations
Know their beliefs, customs, and traditions
HOW: Talk more to students (not just talk at the students)
The full text is available from the ERIC files online.

7. Never Work Harder Than Your Students
What currencies are we accepting and what currencies are students spending?
Classroom capital = the knowledge and skills we are trying to help our students acquire.
Student currencies = knowledge and behaviors students bring with them.
“Soft skills” are a form of currency in the classroom – that is any behavior used to acquire knowledge.
To read even more about these concepts, see me for the book.
Soft skills examples: how to take notes, how to read the textbook, how to study effectively, how to distinguish what information is important, how to answer multiple choice questions, how to eliminate incorrect answers and make educated guesses when you do not know the answers and how to pace yourself so that you can complete the test in the time allotted. You might also need to know how to ask the teacher for help on the information you did not understand, how to identify what it is that you do not know, how to get the notes from another students if you are absent, or how to allot enough time to study.

8. Active Lessons for Active Brains
Experiential learning style – Give it a try!
Active Lessons for Active Brains
Structural differences = right vs. left, amygdala and hippocampus
Sensory differences =
Cognitive differences =
This snippet has just started to touch on the Active Brain. For many examples of lessons, see me for the book.

9. Did your opinion change based on new evidence?
Now re-read each statement on your first page and circle your level of agreement/disagreement on the scale to the right.
(End of the session column)
Did your opinion change based on new evidence?
First page survey (3 minutes)
Session1Task 4

10. End of Session Journal
Regarding either the content explored or the processes used in this session, identify a place of movement in your thinking. Write about the impact this learning will have on your teaching practice.
5 minutes to write thoughts in their journal
*Reflective Writing

11. What does “Knowing Your Students” look like in practice.
What might we hear?
What might we see?
*T-Chart Organizer & Whole Group Discussion

12. Complete Session 1 Feedback

13. Start Where Your Students Are
Just what does that mean to you?
Session 2

14. Answer the questions on the following page. (QUIZ)
Score your quiz.
Locate your appropriate range of scores on Table 1.
Read the descriptor for each range.
With a partner or small group, discuss reactions to the quiz.
Do you agree or disagree with the scale?
20 minutes total
5 minutes to answer the questions
3 minutes to score
5 minutes to read descriptor
7 minutes for discussion
Do you agree or disagree with where your score placed you on that scale?
Do you agree or disagree with the question alignment to the scale?
Session2 Task 1
*Quiz & Text Structure

15. Read more about ‘soft skills’ and classroom currency
Identify the ‘soft skills’ you feel your students are typically missing. What ‘soft skills’ do you feel they typically have?
Are there additional ‘soft skills’ you can think of that differ from those in the text?
What is classroom currency?
Can we reshape our approach to instruction so that we capitalize on students’ currency rather than overriding or negating them.
Read about soft skills – 4 minutes
Identify skills – 3 minutes
Share understanding – 8 minutes
Currency - Home for sale scenario – Love your home, you pull our contract, I pull our shiny beads, seashells, and wood carvings. How would you react? In my culture beads have a tremendous value, wood carvings were of a sacred nature, and seashells are accepted currency. Same thing happens in classrooms each day. We have capital to sell and students have currencies they bring in an attempt to use to acquire the capital. Do we value their currencies? Or do the students refuse to spend it because they don’t find the capital particularly valuable. Do not see this as a deficient, but reshape our approach to capitalize on their currencies.
Session2Task 2
*Vocabulary and Collaboration

16. Looking Beyond Test Scores and Grades
Read
How could the eight noncognitive characteristics combine with ‘soft skills’ and test results to inform your practice?
End of Session
Journal
5 minutes to read
10 minutes to write in your journal
Session2Task 3
*Connecting & Reflecting

17. Complete Session 2 Feedback

18. Know Where You Are Going
Learning Goals
Learning Objectives
Session 3

19. *Text Sets, Determining Importance & Supporting a Claim
Read the 3 statements on your text set.
Highlight, circle, or mark the most important part of each statement.
Share what you have marked with a partner, and explain why you feel it is the most important part of the statement.
5 minutes to read and mark
8 minutes to share feelings
*Text Sets, Determining Importance & Supporting a Claim
Session3Task 1

20. What role to do TEXT SETS play in the classroom?
Determining importance & providing evidence
CLAIM – a statement of support
WARRANT – a reason for thinking, deciding or doing something
JUSTIFY – to provide evidence or be a good reason; to prove or to show why
Background information to set up task 2!
  Example: 5th grade writing standard:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

21. Compare the two handouts listed below then share with a partner the usefulness of each table in your lesson planning.
Table of Action Words for Learning Objectives
Reminder – Just because REMEMBERING and UNDERSTANDING are on the low end of Bloom’s Taxonomy, that doesn’t mean they aren’t valuable and necessary components of learning.
Declarative Knowledge precedes
Procedural & Conditional Knowledge
5 minutes to compare handouts
6 minutes to discuss usefulness with partner
4 minutes group share out
Learning Objective Verbs Based on Bloom’s Taxonomy
Session3Task 2
*Charts and Tables

22. Analyze the lesson objectives and complete the column to the right of each statement.
What are the content and language demands?
Students will be able to…
“SWBAT”
To be successful, students would need to…
5 minutes to analyze the objectives
6 minutes to discuss with partner
Which of the 3 prompts would serve as the best Common Formative Assessment (CFA) for a 6th grade classroom with a typical Granite School District demographics?
Session3Task 3-I
*Graphic Organizers

23. What impact could including the SENSORY, GRAPHIC, & INTERACTIVE SUPPORT have with your students?
Sensory Supports
Graphic Supports
Interactive Supports
Real-Life Objects
Charts
In pairs or partners
Manipulatives
Graphic Organizers
In triads; small groups
Pictures-Photographs
Tables
In a whole group
Illustrations, Diagrams, Drawings
Graphs
Cooperative group structures
Magazines
Timelines
With Internet, Software
Physical Activities
Number Lines
In the native language
Videos - Films
With mentors
Broadcasts
Models - Figures
Look at the Sensory, Graphic, and Interactive Supports table created by the WIDA Consortium.
Read the revised learning objectives and discuss the impact including the sensory, graphic or interactive support might have with your students.
7 minutes
Session3Task 3-II
*WIDA Supports

24. Learning Objectives & Common Formative Assessments
What are the expectations regarding Learning Objectives? How are you doing?
Should Content and Language Objectives be separate or combined?
Having thought about sensory, graphic, and interactive supports, what might you do differently?
What Common Formative Assessments (CFA’s) are you feeling successful in using?
Which subject areas are less successful?
What improvement could you make this year?
5 minutes for group discussion
Session3Task 4
*Whole Group Discussion

25. Complete Session 3 Feedback

26. Formative and Summative Assessments
Know If You Got There
Formative and Summative Assessments

27. Formative Assessments
What is your favorite way to check for understanding of student learning?
How do you know it is effective?
How did you teach the strategy to your students?
6 minutes share with a partner
Session4Task 1
*Partner Share

28. *Cooperative Learning Group Share
Skim the handout containing 60 Formative Assessments.
Highlight or mark the assessments that have the most utility in your context.
Give one
Get one
10 minutes to skim 60 formative assessment
6 minutes - Move about the room and tell a partner one strategy you liked and then listen as they share one they like.
Session4Task 1
*Cooperative Learning Group Share

29. Summative Assessments
Read the description of summative assessments.
6 minutes share with a partner
Session4Task 2

30. What observable evidence could be seen in your classroom that demonstrates your understanding of the four principles reviewed today?
College Career Life Ready
1. Know who your students are.
2. Start where your students are.
3. Know where you are going.
4. Know if you got there.
Prepare for whole group discussion
Complete Table 2
28 minutes for to look and fill our forms and have a full group discussion.
3 minutes to collect feedback forms.
RETURN to AUDITORIUM
Session4Task 2