1. Strategy-Rich Instruction Enrichment Teacher Professional Development 2010-2011

2. Expectations Create a class in PMI that is saved in your name. Complete all requested data by deadlines Coordinate teacher perception data collection for magnet applicants. Coordinate merit review process, paying attention to subgroup recommendations. Utilize the resources that have been purchased for you. Maximize time spent with students. Ensure that all lessons are strategy-rich and have clear objectives with curricular connections. Ensure coordination of co-curricular activities. Utilize the SOAP Wiki when possible. http://wcpssoap.wikispaces.com

3. Time and Materials Schedules: Look for opportunities to provide services. Ensure that resources are unpacked and in students’ hands.

4. Creating a College-Going Culture Collaboration and Consistency Expanding Access Increasing Readiness Improving Awareness

5. Rigorous Instruction “AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.”

6. Rigorous Instruction is Strategy-Rich Instruction

7. Division of Instruction Collaboration and Consistency

8. Disciplinary Literacy Shifting one’s lens to approach content of a given discipline, using the habits of mind employed by experts in that given field. “Student as apprentice.”

9. Creativity: Metaphorical Thinking Technology Critical and creative thinking Arts infusion Other?

10. Creativity: Metaphorical Thinking Explain how your group’s photograph illustrates the situation described.

11. Pre-AP Strategy: OPTIC OPTIC (Introduce and practice the strategy) How does OPTIC fit in with disciplinary literacy? How can OPTIC support contextual reasoning skills? How does this strategy address curricular connections?

12. Curricular Connections 4.2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea d. Compose to persuade using significant reasons and relevant support Agree or disagree with an idea and generate convincing reasons with relevant support e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and "think-aloud's on paper" to connect ideas and thinking about lesson content

13. Other Curricular Connections? What other standards, indicators and objectives can be addressed through metaphorical thinking exercises and visual analysis exercises?

14. Strategy-Rich Instruction Let’s try it!

15. Johns Hopkins University CTY Level IV service What is your protocol?

16. Socratic Seminar Faster Isn’t Smarter Opening Question: How did these three articles address the challenge of maximizing time and resources given your school’s enrichment identification and delivery model?

17. Socratic Seminar Faster Isn’t Smarter Message #2: How can learning conditions help our underachieving students be recognized as advanced learners? Message #16: Describe how “deep” mathematics looks different in an enrichment classroom than it does in a grade-level setting? Message #17: How do moments of “constructive struggling” assist in the affective development of the advanced learner?

18. Socratic Seminar Faster Isn’t Smarter Reflection: Based on the discussion, how might you now return to your building and address the challenge of maximizing time and resources given your school’s enrichment identification and delivery model?