1. WELCOME Knowing Your Students: A Key Component to Providing Effective Instruction Brandman University #EDDU 9324

2. ACTION!

3. The major factor separating those people who are successful from those that aren’t, is action. Many people have great ideas…but never take action on those ideas.

5. Many people have great ideas but never follow through on them. One of the best novels of all time is probably sitting in a drawer somewhere. The author never sought out someone to publish their work.

6. Our guess is that some of you have had an idea…for a product or service. Later you saw that someone had the same or very similar idea and is marketing it. The difference between you and the person who is now selling the product or service, is that they took action on the idea. You didn’t!

7. Don’t be the people in the following video.

8. What we want you to do now is think of 2 actions you can take between now and our next session in May related to your life. They can be ones that you have been “meaning to do” for a long time or something you just thought of that would improve your life or get it going in better direction.

9. You will be given a 3x5 card and put one action on each side of that card. Examples… -Someone you have been meaning to call -Something that you have been meaning to send to another person…pictures, information, a card, etc.

10. -An appointment you have been meaning to make with a doctor, optometrist, financial advisor, insurance agent, -Finding out the number of credits you have towards your next salary advancement -Fixing something at your house or apartment

11. -Returning something to a store -Organizing something in your home or at school -Buying a gift for someone -Cleaning out a drawer, room, etc. -Going out on a date with your spouse or friend -Buying something

12. -Throwing something out -Giving something to Goodwill or other charities -Finding out about volunteer opportunities -Researching something -Seeing a movie, buying a book -The list is endless

13. The action you take may only take less than a minute. It doesn’t need to be something big…it just needs to be “action.” There is a saying that, “Motion impacts emotion.”

14. Meaning… When you take action, you feel better about things. That the action positively impacts how you feel about yourself. Doing something is very powerful.

15. It doesn’t need to be something big…it just needs to be “action.” So now on your 3x5 card, take a minute and think about 2 actions you can take.

16. At your tables, introduce yourselves and share one of the actions you plan to take. If your actions are too personal to share, simply say that you would rather pass.

17. Now we want you to put your 3x5 card in the envelope we have provided, seal it and put your name on the front. We will collect them and when you check in at the May session, we will have the envelopes for you.

18. No one but you will know if you completed your action. This activity is about you and having you take actions to move forward in your life.

19. So why did we have you do this last activity…because we want you to think about the actions you are going to take with your students. Big or small, the important thing is that you are taking actions to make a positive difference in their education.

21. The actions you take with your students for the Portfolio may have a profound impact upon them. Although you may never see the results of those actions.

22. Students may go back to a high school teacher and talk about the impact that teacher had in their lives, unfortunately, not many go back to an elementary teacher. Even though that elementary teacher had a much greater impact upon who they are today.

23. So we want you to really think about those actions you will be taking with your students.

24. Today is a working session. We want to review the 2 actions you are taking for students A, B & C. We want to make sure you are clear on what is expected of you in the Portfolio related to actions.

25. In our May session we will go over the entire Portfolio, page by page. We don’t want there to be any confusion or frustration on your part of what we need in the Portfolio.

26. Turn to page #8 in your Portfolios.

27. We are asking you to take 2 actions for each of the three students, A, B & C. Bring out one of the actions you took for any of the 3 students. We want to review that action with your colleagues.

28. Understand that each of your actions will look different based upon the needs of the student. But while every action is unique, it should address the questions we ask.

29. 1. Action: Identify the specific action you are going to took or are going to take. Be as specific as you can in explaining the action you took.

30. 2. Rationale: Why did you take or why do you plan to take this action? It should relate to information you gathered on the Student Profile.

31. Share your action and the rationale for your action with the people at your table. But before you start, we are going to hand out a sheet of paper to each table.

32. On that sheet we want you to put down 4 of the most innovative actions that are shared at your table. What we want is for you to have as many ideas as possible for actions you can take with your students.

33. More ideas and strategies you have, the better able you will be to meet the needs of each of your students. There are many good ideas in this room and we want to make sure those ideas get shared with the entire class.

34. Once everyone at your table has had a chance to share one of their actions and you have filled out the sheet with the 4 innovative actions… Please bring it to Dave.

35. Criteria: How are you going to evaluate the impact your action is having on the student. An example…

36. Action: You are going to work with the Counselor in your building to help the Parents with understanding the importance of supporting and raising their child. You are providing them books on parenting and telling them about parenting classes offered in the community.

37. Rationale: The student misses on average 3 days of school per week and the parents say nothing they do seems to work in getting them out of bed in the morning. They wake him, but he refuses to get out of bed. They have to go to work, so they leave with the hope that their child gets dress and goes to school.

38. Criteria for evaluation: -School attendance for the student -Reports from parents about what is going on at home -Grades -Participation

39. You will need 2 criteria to use as the basis of your evaluation. Here are some other examples of criteria you can use.

40. Criteria: -Amount of homework the student is turning in -Quality of work they are doing -Performance on tests -Volunteering in class -Interactions with peers -Being asked to join peer groups

41. -Number of times you have to address their behavior in class -Time on task -Referrals to office -Extra-curricular participation -Attendance -Appearance -Comes with proper supplies

42. -Student is participating in counseling at school -Student is participating in counseling outside of school -Return of phone calls by parents -Parents attendance at school events -Parents report having a better relationship with student and the student being under control at home

43. We are now going to break you up by grade level. In those groups, share the criteria you are going to use to evaluate the actions you took with the student.

44. We are going to give you a sheet of paper to put down as many ideas as you can of different criteria you use to evaluate your actions. Once we are done, we want you to come up and get a piece of tape and post your criteria ideas on the wall.

45. We are going to leave them up for the rest of the day and if you are struggling with coming up with evaluation criteria, you’ll have a chance to see what other people are using.

46. Evaluation. Did the action have an impact on changing the student’s behavior? Use the pre and post examples of student evidence to support your conclusions. What we are looking for here is a detailed and complete evaluation. No short answers!!!!!!

47. Also, don’t think every action has to have a positive outcome. You can’t control all the variables in life. You are taking the best action you know of at the time.

48. You are taking it with the intention of helping your students. Unfortunately, it may not always work out for the best and that’s okay. You took action.

49. Some examples of failures.

50. So don’t worry if your evaluation is that your action didn’t have the impact you wanted it. You can evaluate why you think it didn’t work and talk about what you plan to do in the future related to the student.

51. Turn to page #9 in your Practicum.

53. There is room here for more of your evaluation. Use it!

54. Now we want you to share some of your evaluations. I’ll come around and read them if you don’t want to read them yourselves. The purpose of this is to give you ideas about what you can write.

55. Place the second piece of student work (the post sample) behind the page and complete the Caption.

56. You will use this same process for all 6 of the actions you will take.

57. To clarify… 3 student profiles…you collect a piece of evidence for each student, A, B & C, that represents their current level of work. 3 pieces of student evidence.

58. 6 actions: 2 actions for student A and a piece of student evidence for each action. 2 pieces of student evidence 2 actions for student B and a piece of student evidence for each action. 2 pieces of student evidence 2 actions for student C and a piece of student evidence for each action. 2 pieces of student evidence

59. 9 total pieces of student evidence, with captions. 3 (pre) with the student profiles 6 (post) 1 per action taken.

60. The rest of our time today is a work session. You can choose to work on your Practicum here or in another location. Please do not leave without a clear understanding of what is required in each section of the Practicum

61. Thanks so much for your commitment to professional development and supporting our classes. See you….?