1. Welcome Mentor Certification Training Session G Sign in & wear your nametag. Greet each other Grab a bagel & some coffee Sit anywhere you want

2. Know D P How to profile two students Deepen understanding of action research Know how to navigate the DOE website

3. K Do P –Reflect on your lesson –Examine the portfolio handbook –Examine Miss I Walk the Line’s portfolio –Connect action research and student profiling –Gather info about action research –Visit the DOE website

4. K D Procedure –Small/Large group discussions –Self-reflection presentation –Table Share –Traveling Trios –Marker Boards –Jigsaw

5. Grouping activity Line up according to your address Lowest numbers on left Get into groups of three

6. Sharing Reflections Table Share Share your lesson plans Share your reflection to the lesson that you taught Limit to 10 minutes per person

7. Instructional Design Rubric Rank yourself on the rubric

8. Add to your Accordion Folder Lesson Plan Lesson Reflection Instructional Design Rubric

9. Profiling a learner aka: Highlighting two students

10. Miss I Walk the Line Read page 4 and 5 (Three students) Read page 40 (The Students) Read page 87 (The commentary on evaluation) Skim pps. 41-86 for examples of student work

11. Handbook Directions for Profiling Two Students Find in your handbook the directions for highlighting 2 students Compare/Contrast with the others at your table Did Miss I Walk the Line meet the requirements of your handbook?

12. Break Take a 10 minute break! Be prompt!

13. What do these acronyms mean? LRE LEP ENL ESL GT MOMH MIMH EH ADD ADHD NCLB NKND

14. Brainstorming Activity Think of the two students who would be good to profile Choose students of different needs or ability levels Portfolio goal - to demonstrate adaptations/ modifications that you make for your students

15. Descriptive Review Physical Presence and Gestures Disposition Relationship with peers and adults

16. Brainstorming Activity Think of the two students you will be profiling. Draw a line dividing your paper in half. On the right half record adaptations you will make for the students you have chosen

17. Traveling Trios Get into groups of 3 Number off 1…2…3… Share and discuss the adaptations you have listed. Write down new ideas that you might use on the left side of your marker board.

18. Revisit your student profile Now briefly make note of the adaptations you would make for those individual students

19. Homework for January 18, 2006 Highlight two students using the format from your handbook. Teach a lesson where you made adaptations for these 2 students Reflect on the lesson and how the adaptations affected the learning of the highlighted students addressing the prompts in your handbook.

20. Surfing the D.O.E. Website Pick up a computer from the mobile cart

21. Booting Up Your Computer Type in: Generic There is no password - leave it blank Get on the internet through Internet Explorer www.doe.state.in.us/dps Distribute cards

22. Navigating the DOE Website Using your blue card explore the different sites listed

23. Lunch Bon appétit

24. Only 17 More Shopping Days ‘til Christmas Let’s help Jane create a shopping list

25. Jigsaw Read the article Join a new group Each color must be represented Share the main ideas of your article with the entire group

26. Action Research Reflection Please complete at least five of the “starter” questions! How do I decide on a topic for action research?

27. Jane’s decision process I would like to improve student retention of vocab. I am really curious about TPRS claims I want to learn more about repetition An Idea I would like to try in my class is counting repetitions I think would really make a difference is 50 repetitions

28. Hand out the question starters for action research

29. Four Corner Discussion Share your sentence starters with your peers Listen for new ideas that may be appropriate for your class

30. Break Take a 10 minute break! Be prompt!

31. Action Research Project Model Share & Reflect

32. Jane Transition to the questionnaire by stating that I used these questions to guide my decision about what to do Make connections with my student profile and my action research

33. Brainstorming Activity SIMPLICITY ALIGN with “Starting Points”

34. What about you? What “kernels” of thought are cooking in your head? What ideas for research projects are “popping” up?

35. Four Corner Discussion Share your research ideas with your peers Listen for new ideas that may be appropriate for your class

36. Name Action Research Project How will you evaluate the project?

37. Five W’s and an H Why are you collecting the data? What exactly are you collecting? Where are you going to collect it? When are you going to collect it? Who is going to collect the data? How will the data be collected and displayed?

38. If you know what you want today hand in the form. If you want to think about it more, bring it to the October 14 th meeting.

39. Homework for January 18, 2006 Action Research Proposal Action Research Project is not due until February 22nd

40. Journal How do you think action research will impact the beginning teacher?

41. Program Evaluation Respond Remember your homework! See you January 18th