1. Prepared Especially for the Kindergarten through Grade 3 Professional Learning Communities of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. December 2009

2. “Seven Survival Skills for the New Economy” ~Tony Wagner, The Global Achievement Gap 1.Critical Thinking and Problem-Solving 2.Collaboration across Networks and Leading by Influence 3.Agility and Adaptability 4.Initiative and Entrepreneurialism 5.Effective Oral and Written Communication 6.Accessing and Analyzing Information 7.Curiosity and Imagination “Rigor” is using academic knowledge to create new knowledge/content and to solve real problems. “Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor”

3. Stacking Cups Supplies Please send a team member to obtain the supplies for your team.

4. Stacking Cups Supplies Team Task: Your team task is to create the pyramid of cups (illustrated above); without touching the cups; using each of the 6 pieces of string and the rubber band; each team member must participate in the solution. Team Procedure: analyze and reach consensus on a method of solution; value each person’s opinion and contribution; After consensus, execute (modify as needed) your team’s plan.

5. Self-Assessment Tool

7. Moving BEYOND “the correct answer” My only skill is taking tests.

9. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

10. Personal Learning Goals I will recognize strategies that have improved achievement for our students; I will recognize strategies that have improved achievement for our students; I will use data to focus additional improvement efforts to reach more students; I will use data to focus additional improvement efforts to reach more students; I will support my peers by offering constructive feedback to improve their efforts; and I will support my peers by offering constructive feedback to improve their efforts; and I will enjoy working with my colleagues! I will enjoy working with my colleagues!

11. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

13. There are three parts to any research-based lesson: Beginning – ‘check for’ and ‘build’ background knowledge of each student; During – teach and actively engage each student in new content – making connections to prior knowledge; End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson

14. Beginning – ‘check for’ and ‘build’ background while providing each student with a context for what is to be learned and understood;

15. Mix it Up in the Box Listen for the topic and the amount of time; Silently mix around the room; When directed, pair up with person closest to you; In pairs, Partner A shares and Partner B listens; Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; Record summary of partners response; then Switch Roles

16. 1234 What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning. Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______ How often to teachers develop and administer common assessments? What do teachers ‘do’ with the results?

17. 12 34 What is an action taken by you, your grade-level or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? To what extent do teachers look at and use essential vocabulary and essential skills to focus the target for learning. Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______ For each question: One person in the team take the lead by sharing with your team either your response or the response obtained from your travels. Other team members can then share their findings.

21. Types of pictures: Draw the actual thing. Marine biologist

22. Types of pictures: Draw the actual thing. Abraham Lincoln

23. Mutualism When one thing helps another. Types of pictures: Draw the concept.

24. Change Types of pictures: Draw the concept.

25. Explorer Types of pictures: Draw an example.

26. revolve Types of pictures: Draw the concept.

27. Research on Imagery as Elaboration 6 37 percentile pts. higher than… …students who kept repeating definitions. 4 21 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

28. http://visual.merriam-webster.com/

31. Vocabulary Cartoons Sam, Max, and Bryan Burchers New Monic Books ISBN 0-9652422-7-7

32. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Cindy McCain Organizing Theme: Things someone would say… Bill ClintonGeorge Bush Barak Obama! Sarah PalinJohn Kyle SPECIAL ELECTION 2008 EDITION

33. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Words with the long i vowel sound Words with the long a vowel sound Words with the long e vowel sound Words that start with Tt Words that start with Mm Parts of a book Grade 1 English

34. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Grade 2 Math Line of Symmetry Third from Right Pattern Solid Shapes Ruler Rotation

35. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS

38. Constitution – Grade 3* ContentFar belowApproachesMeetsExceedsPassing Reading52466571 Math525601070 Writing11183588 Science*274225631 Sunrise – Grade 3* ContentFar belowApproachesMeetsExceedsPassing Reading72955864 Math1221541367 Writing41779180 Science*1630401555

39. Knowing the Learner Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

40. Knowing the Learner Learning Style of Beach Balls

41. Knowing the Learner Learning Style of Microscopes

42. Knowing the Learner Learning Style of Clipboards

43. Knowing the Learner Learning Style of Puppies

44. “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

46. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills. After Reading Choice Board

47. Choice Board Verbal/LinguisticBody/ KinestheticVisual/Spatial Musical/Rhythmical Wild Card Your choice after getting the approval of the teacher. Naturalist IntrapersonalInterpersonalLogical/Mathematical

48. Multiple Intelligences in the Reading ClassroomVerbal/LinguisticMusical/RhythmicVisual/SpatialLogical/Mathematical Is a fluent reader Listens attentively Communicates in writing Links new and prior learning Debates issues Researches topics Expresses a point of view Reads for pleasure Enjoys listening to someone read Uses verbal mnemonics Uses language to communicate effectively Comprehends with background music playing while reading Finds interest stimulated with beats Looks for rhythmic patterns and poetry Spells words to a beat Attacks words by dividing them into syllables Creates songs, poems, jingles, or raps to remember information Enjoys reading while playing background music that depicts the setting Color-codes and highlights Doodles while listening Visualizes pictures while reading about events, character descriptions, and settings Uses graphic organizers to plot thinking Needs visual hooks Views, interprets, or draws pictures and graphics to understand text Prepares visuals Uses art to express understanding Organizes information Outlines and classifies data Yearns to understand sequence of the information Learns by using timelines and step-by-step procedures Reasons logically Needs clear; precise directions Learns trivia facts Enjoys logic-related games and puzzles Thinks abstractly and critically Uses the computer and other gadgets Is a problem solver

49. Multiple Intelligences in the Reading Classroom Body/KinestheticNaturalistIntrapersonalInterpersonal Learns by role-playing Simulates events Creates artifacts Needs centers, labs, and hands-on Needs a comfortable spot of choice to read and work Can skillfully use the body Uses manipulatives to explore, learn and discover Can show it or demonstrate it Needs to move to learn Responds to actions and feelings of characters Yearns to discover with nature Intuitively relates and learns factual information about science and the world around her Creates habitats Conducts experiments Is a survivor Sees patterns in nature Copes and survives in most environments Relates to events and settings Works best independently Needs time to make personal applications Reflects in a journal Is self-reflective Needs time to process new learning independently Needs a quiet space to read and work Accepts goals and responsibility Enjoys reading alone Learns with personal links and connections Works best with others Enjoys partner reading Communicates with others Learns through interactions such as text or literary talks Empathizes with struggling readers Needs to talk while learning Works well in flexible grouping Enjoys discussions Is a social butterfly Understands others’ feelings and emotions Needs interaction, conversations, and discussions Needs a listening ear

50. High-Yield Instructional Strategies

51. Why Group Teams Heterogeneously? One high, one high medium, one low medium, and one low achieving student Produce the greatest opportunity for peer tutoring and active participation Maximum cross-race, cross-sex, & cross-ability team contact Make classroom management easier - assign roles Balanced HHM LM L

58. 58 Identifying Similarities and Differences

60. SHAPE Rectangle Triangle Square Circle ATTRIBUTE Side Corner Square Corner Round

62. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator?

64. TALK TO ME

66. Follow-up Debriefing Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: – Which method appeals to you? – Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph.

68. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

69. Formative Assessment Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning. Council of Chief State School Officers, October 2006 Notes: Process rather than a particular test…. It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.