1. P.R.I.D.E. School Professional Day 3-4-08 10:45 am- 3:30 pm

2. Team Building With Kristen Cano 10:45 am – 11:00 am

3. PLC Follow-up Discussion 11:00 am - 11:30 am

4. Lunch 11:30 am - 12:45 pm

5. Learning Intentions for Today  Discuss and analyze, in content area groups, the reading, “How Students Learn”.  Understand the key concepts of Keeping Learning on Track  Randomly select one of the KLT strategies to experiment with in your classroom. Content area groups will all use the same strategy.

6. Unpacking “How Do Students Learn” Article. 12:45 pm – 1:45 pm

7. Guiding Questions  What stood out for you in this article?  What is something you want to investigate further?  What is something you can relate to your existing practice?

8. Key Concepts of Keeping Learning on Track Strategies for Assessment For Learning 2:00 pm – 2:20 pm

9. ONE BIG IDEA STUDENTS AND TEACHERS -USING EVIDENCE OF LEARNING -TO ADAPT TEACHING AND LEARNING -TO MEET IMMEDIATE LEARNING NEEDS -MINUTE-TO-MINUTE -DAY-BY-DAY

10. Strategy: Sharing Learning Expectations  Clarifying and sharing learning intentions and criteria for success Written in student-friendly language Clearly establishes what kind of knowledge is valued by teacher and school Revisiting and revising at end of lesson gives teacher and student information on how to adjust instruction so students meet intended learning goals

11. Strategy- Questioning  Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning Reveal student misunderstanding and misconceptions Question to cause thinking Question to provide evidence of learning Diagnostic or Discussion?

12. Grading vs. Marking  Grading- Students are finished with an assignment or unit once they receive a grade. This is generally done for summative purposes.  Marking- Students use feedback as a way of reviewing work to improve learning. This is generally done for a formative process.

13. Strategy: Feedback  Providing feedback that moves learners forward. Value of comments is negated when accompanied by grades. Feedback must focus on student learning, not emotional comments. Include recipe for future action (structure & time). Effective feedback should cause thinking and provide guidance on how to improve.

14. Ask Yourself…  What is achieved by putting a single number or letter grade on a piece of student work?  What is achieved by giving students a comment or by requiring them to find their own errors?  Which type of feedback will more likely help students keep their learning on track?

15. Strategy: Activating Self  Activating students as the owners of their own learning. Engage students in their learning. Students must understand where they are going in their learning for these strategies to be effective.

16. Activating Self: Research  Teachers studying for an MA in Education and applying learning to their classrooms Teachers are matched in age, qualifications and experience using the same curriculum scheme for the same amount of time. Group 1 does a regular program Group 2 works on self-assessment for two terms (20 weeks) Students of these teachers are tested at the beginning of the year and again after two terms. Group 1 students improve by 7.8 points. Group 2 students improve by 15 points.

17. Conclusion  By Activating Self, students can begin to close the achievement gap! What conclusion can be drawn by this type of research?

18. Strategy: Activating Peers  Activating students as instructional resources for one another. Opportunities, structure, and guidance must be provided by the teacher. Students’ discovery of their own and each others’ misconceptions. Opportunity for students to examine material from multiple perspectives. Motivated to ask more difficult questions.

19. Using Strategies for Classroom Application 2:20 pm – 3:20 pm

20. Strategies for Classroom Application  Each group will randomly select 1 strategy.  Groups will decide on 1 strategy to implement into the classroom instruction of all group members. (Decide which strategy)  Teachers will collect data from their classrooms and share with group members during March small school collaboration. (Create consensus on what kind of data will be collected)

21. Criteria For Success- Creating and Implementing A KLT Experiment.  By the April Staff Meeting, you will be successful if you Implement one of the five strategies in your classroom instruction. Debrief the implementation of that strategy with your PRIDE content group. Draw conclusions on the impact this strategy had on student achievement, using data from your classroom experiment. Present your data, strategy and conclusions to the PRIDE Staff during the April staff meeting.

22. Reviewing Learning Intentions for Today  Discuss and analyze, in content area groups, the reading, “How Students Learn”.  Understand the key concepts of Keeping Learning on Track  Randomly select one of the KLT strategies to experiment with in your classroom. Content area groups will all use the same strategy. Use March small school collaboration to check in and prepare for April staff meeting where each group will share data and results of their experiment.

23. Professional Day Reflections 3:20 pm – 3:30 pm

24. Please complete at least 3 of the following sentence starters to share your thoughts on today’s sessions.  Today I Learned…  I was surprised by…  The most useful thing I will take from today is…  I was interested in…  What I liked most about today is…  One thing I am not sure about is…  The main thing I want to find out more about is…  After today’s sessions, I feel…  I might have gotten more from today if…  Please feel free to add additional comments on the back.