1. Prepared for the Collaborative Learning Team Members of WESTMORELAND COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com, (twitter: @drdanmulligan) August 2015 Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET H IGH E XPECTATIONS

2. Resources to Share page 2 page 27

4. 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?

5. The Power of Our Questions

6. page 23

7. It’s All About: T HE S ECOND Q UESTION

8. The second question (math version) This is what the process standards ‘sound-like’…

10. Find a friend from another department/grade-level (a mix of specialties is the best). Say ‘hello’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)! Find a friend from another department/grade-level (a mix of specialties is the best). Say ‘hello’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)!

11. 1. Create an Environment for Learning – –Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills 2. Helping Students Develop Understanding – –Integrating prior knowledge with new knowledge – –Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought 3. Helping Students Extend and Apply Knowledge – –Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts. McREL, 2012 Framework for Instructional Planning McREL, 2012 Page 6

12. Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of strategies to assist all students to be successful used last year with fidelity. Enjoy working with your new best friend. Last year’s successful learning strategies

13. A. C REATING AN E NVIRONMENT FOR L EARNING A. C REATING AN E NVIRONMENT FOR L EARNING ADDITIONAL SAMPLE RESOURCES pages 10 - 11

14. A. C REATING AN E NVIRONMENT FOR L EARNING A. C REATING AN E NVIRONMENT FOR L EARNING F OSTERING C OLLABORATION WITH T ECHNOLOGY

15. Good Instruction (Keep it Simple…Keep it Real) “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” ~Ron Edmonds

16. WHY ACADEMIC VOCABULARY? Briefly share what you know about: photosynthesis Tell a chain story about the process of photosynthesis… …without using words that begin with: P, L, T

17. 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

18. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Principal Organizing Theme: Things someone would say… Student TeacherSuperintendent Parent Cafeteria Worker EDUCATIONAL STAKEHOLDER EDITION EDUCATIONAL STAKEHOLDER EDITION page 17

19. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Science Experiment Hypothesis Energy Electron DissolveAtmosphere

20. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Health/PE Wellness Equipment Body Mass Nutrition EnduranceMovement

21. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS CIVIC DUTYLAWS GLOBAL ECONOMYPRIVATE PROPERTY CONSUMER RIGHTS PATRIOTISM U.S. History

22. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS FINE ARTS ILLUSIONARCHITECTURE VISUAL COMPOSER MELODY RHYTHM

23. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS English Summarize Hyperbole Inference Opinion Irony Repetition

24. http://etc.usf.edu/clipart/

27. H ELPING S TUDENTS D EVELOP U NDERSTANDING Assessing for Conceptual Understanding

28. page 12

29. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’. page 12

30. Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET

31. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

32. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? Fictional Text Table of Contents Illustrations Story Talk Nonfiction Text Read to enjoy Maps or Graphs Beginning, middle, end Read to learn Fact Talk

33. O PEN T ASK AND C ONSTRUCTED R ESPONSE page 48

34. WHAT’S MY RULE? Theme: Sports YESNo StrikeStick SplitPuck PinHoop GutterGoal Rule: Bowling Terms

35. WHAT’S MY RULE? Theme: History and Social Science YESNo HemisphereOlympic Games EquatorDemocracy Prime MeridianKings RegionsWealth Rule: Things you’d find on a globe

36. WHAT’S MY RULE? Theme: Geometry YESNo TriangleCube RectanglePyramid SquarePentagon QuadrilateralOctagon Rule: Plane figures with less than 5 sides.

38. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

39. VENN DIAGRAMS red thick small

40. DOK 2: Basic Skills and Concepts AnimalsPlants

41. VENN DIAGRAMS FictionNonfiction

42. R ESEARCH - BASED S TRATEGY : S UMMARIZING AND N OTE - TAKING

46. C. H ELPING S TUDENTS E XTEND AND A PPLY K NOWLEDGE C. H ELPING S TUDENTS E XTEND AND A PPLY K NOWLEDGE ADDITIONAL SAMPLE RESOURCES page 13/14/20

47. Thank you for your commitment to children! "It's your attitude, not just your aptitude that determines your ultimate altitude." -- Zig Ziglar Dan