1. Network for New Science/Math Teachers December 10, 2009 Lexington, KY Brought to you by University of Kentucky Partnership Institute for Math & Science Education Reform and the Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

2. Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for the meeting

3. Review of November Body of a New Teacher Teaching Reading

4. Roadmap for Today Learning Climate Vocabulary Instruction Talking Partners What’s My Number?

5. What’s My Number? Ask yes/no questions in order to help you identify your unknown number. You may only ask 1 question PER person at each turn. After you ask a question, record the question and answer. Once you have identified your number, please have a seat.

6. Vocabulary Development Learning Targets: –I can explain the rationale for choosing 10-12 key words per unit. –I can select vocabulary strategies to improve understanding of terms.

7. Teaching Reading In Science & Math Discuss with a content alike partner your experience using the Frayer model with students. Use student samples to support your discussion. What were some trouble spots? How did you find this strategy useful? Over all, do you think this strategy can improve the understanding of students? Explain your answer to one another. With your partner, choose ONE word to describe this strategy—be prepared to share out and explain your choice.

8. What does research say? Students need to be exposed to a word at least 6 times before they have enough experience to recall its meaning. Focus vocab instruction on words that are CRITICAL to new content. Achievement can increase as much as 33%. No single method of instruction will result in optimal learning. Flexible vocab instruction respects students’ diversity. The chances of learning a word in context is 19% for high ability students and 8% for low ability students. Multiple methods and contexts ensure repeated exposure and aid learning.

9. 3 Tiers of Words Essential—These are the words that are CRITICAL to understanding the content. These words must be EXPLICITILY taught during the unit—10-12 wds max. Nice to Know—These are content words but ones that do not require explicit instruction for understanding. Supporting—These are non-content words but are necessary for student success such as summarize, analyze, evaluate, etc.

10. Warning! Warning! WARNING! Word Search is the Kiss of Death for students with dyslexia and/or reading difficulty. No research supports its use!

11. Vocabulary Concept Map Examine the vocabulary concept map. How do you think this strategy is different from the Frayer model? Alike? For homework, use this strategy with your students and bring some student samples to the next meeting.

12. Think-Pair-Share Talking Partners I can communicate with others so that I can reflect on and describe my thinking. I can help students learn to interact within a community of learners.

13. Talking Partners A way for students to think, to articulate and therefore extend their learning. Students are talking to students to help themselves process information, problem solve and deepen understanding. Sort the characteristics into 2 categories, those which describe a good talking partner and those that do not.

14. Role Play Talking Partners Working with a partner, role play a poor talking partner and a good talking partner. What are some considerations for making this an effective instructional strategy?

15. Discussion What are some implications for students concerning talking partners? What are some implications for teachers concerning talking partners?

16. Learning Climate Learning target: I can write a concept definition for learning climate. –This means I can define learning climate by providing the relationship to a larger idea, examples, non-examples, and critical attributes.

17. Recipe for Success Imagine how frustrating culinary school would be if the only feedback a student chef received was “Make this taste better.” Now imagine the same problem applied to school improvement. –How does one become a ‘better’ teacher? – What are the characteristics of effective teaching that distinguish the most effective teachers? –How does one become a ‘better student’? –What are the characteristics of effective learning that distinguish the most effective students? Create a Recipe for Success –On an index card, jot down the key ingredients for school improvement

18. High Quality Teaching and Learning LEARNING CLIMATE Use the descriptors to rank order yourself in terms of Learning Climate

19. Learning Climate Complete the companion viewing guide as you watch the video in your subject alike groups

20. Learning Climate Post-viewing: How did the teacher show evidence of high expectations through her instruction and interactions with her students? Share examples of classroom management used during both instruction and transition. What strategies were used to increase student engagement and motivation? What feedback was provided to students that reinforced classroom expectations? What did you observe that you could immediately implement in your classroom to improve climate? How will you measure implementation impact?

21. What if we don’t attend to LC?

22. Before we break out…… Next meeting will be January 12, 2010 Remember to incorporate the Vocabulary Concept Map with students Have a great Holiday break!