Julie’s Slides by kca21058

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									 Welcome Back

  Presenters:
   Pam Lange
Barb Rowenhorst
 Janet Hensley

March 28, 2007
               Outcomes
• To develop teambuilding skills.

• To determine the importance of measurement in
  everyday life and in all content areas.

• To build a foundation for reinforcing effort and
  providing recognition to improve student
  achievement.

• To increase knowledge of how looking at student
  work guides instruction.
                Agenda
8:00        Overview, Welcome
            Teambuilding
            Instructional Strategy
                   Math Standard – Measurement
Break
            Instructional Strategy
                   Recognizing Effort and
                   Providing Recognition
Lunch
            Looking at Student Work
            Celebration
            Team Planning

3:15-3:30   Closure
Transition
Transition Team Mascot
• Number off from 1 – 7

• #1s are a group, #2s are a group, etc.

• Using your names, or some
  variation of your names
  (first, middle, or last) create
  a team name and mascot, logo,
  or symbol
   – You can use actual names

   – You can use abbreviations or initials

   – You can use any form or version of your names
          Team Mascot
     • Pam (P)
     • Barb (B)
     • Janet (J)

        PBJ
Peanut Butter & Jelly

We work together and stick
     together like PBJ.
  Purpose
Recognition for Effort
 Cooperative Learning
Community of Learners
      Celebration
 Student Interaction
   Staff Celebration
  Staff Teambuilding
Student Teambuilding
  Math Strategy

Focus - Measurement
  Math District Target Areas
What the standards say . . .

• apply measurement concepts in practical applications

• analyze and describe

• use deductive and inductive reasoning

• solve problems from a variety of perspectives

• practical applications

• study problems and draw conclusions

• to predict outcomes and solve problems
How Important is Measurement?

In 1999, an engineer
delivered navigation
information in English
rather than in metric
units. This error
resulted in the loss of a
Mars Climate Orbiter
valued at $125 million.
       Focusing Questions
• What evidence do we
  have that measurement is
  difficult, but important?

• What is the nature of
  the difficultly?

• How can the complexity
  of measurement be
  addressed by the
  curriculum?
     How Big is A Foot?

• Form groups of five
  – one person from each building,
    per group

• Read How Big is A Foot?    (Myller, 1962)



• Complete Measurement Activity
  – Refer to handout
How Important is Measurement?
       Discuss the prompts below
     Record answers on chart paper

 –    Describe the different measurement
      concepts used in this activity.

 –    Thinking about this activity, why do
      students have a difficult time with
      measurement?

 –    Using a web graphic organizer, brainstorm
      how ALL content areas could incorporate
      measurement into every day teaching and
      learning?
Break/Team
  Planning
    Time
 Reinforcing Effort
         and
Providing Recognition
      Candy Bar Activity

• Building level teams

• Team practice the “state champion
  wrestling cheer”
     Effort & Recognition
             Directions #1
• Place the glass anywhere on the table.

• Each team member drops the candy bar
  into the glass.

• For each candy bar that lands in the
  glass, each team member loudly “cheers.”

• RULE: No additional explanation or rules.
     Effort & Recognition
                Directions #2
• Place the glass at the “farthest” end of the table.

• Each team member takes a turn throwing the candy
  bar into the glass.

• The team member throwing remains the thrower
  until his/her candy bar gets in the glass.

• For each candy bar that lands in the glass, each
  team member loudly “cheers.”

• RULE: No one touches the glass.
     Effort & Recognition
             Directions #3

• Place the glass upside down on the table.

• Each team member places the candy bar
  into the glass.

• For each candy bar that gets placed in the
  glass, the team loudly “cheers.”

• Rule: The glass cannot be “touched” or
  “moved.”
            Purpose
• To teach students about the
  relationship between effort and
  achievement.

• To recognize students for the
  progress they are making toward
  goals.
               Research
Student achievement can increase
when teachers show
the relationship
between an increase in effort
to an increase in success.




 Craske, 1985; VanOverwalle & DeMetsenaere, 1990
   Instructional Strategies that Affect
           Student Achievement

                  Category                     Percentile
                                                 Gain
Identifying Similarities and Differences          45
Summarizing and Note taking                       34
Reinforcing Effort and Providing Recognition      29

Homework and Practice                             28
Nonlinguistic Representations                     27
Cooperative Learning                              27
Setting Objectives & Providing Feedback           23
Generating & Testing Hypotheses                   23
Questions, Cues, & Advance Organizers             22
            Teaching students
that added effort will pay off in terms
        of enhanced achievement
actually increases student achievement!
       Effort-Achievement
        Comparison Graph
100%
90%
80%
70%
60%
50%                    Effort
40%                    Achievement

30%
20%
10%
 0%
            #2



                 #3
       #1
      Double Entry Journal
Handbook for Classroom Instruction That Works

• Half Read: Reinforcing Effort
     Pages 97-102


• Half Read: Providing Recognition
     Pages 107-111

• Complete the Double Entry Journal

• Pair Share
Discuss at your table…

Which is more important to
         recognize?

       Achievement
           Or
         Effort
    Reinforcing Effort and
 Providing Recognition can help
 students learn one of the most
valuable lessons they can learn…


the harder you try,
the more successful
you are!
 Team
Planning
  Time
Looking at Student Work
   Instructional Strategies that Affect
           Student Achievement

                  Category                     Percentile Gain
Identifying Similarities and Differences             45
Summarizing and Note taking                          34
Reinforcing Effort and Providing Recognition         29
Homework and Practice                                28
Nonlinguistic Representations                        27
Cooperative Learning                                 27
Setting Objectives & Providing Feedback              23
Generating & Testing Hypotheses                      23
Questions, Cues, & Advance Organizers                22
        Previous Sessions
    “Looking at Student Work”
              Sticky notes activity
       “Looking at Student Work Protocol”




But what about the WHOLE class?
                   Low
                 Middle
                   High
   Looking at Student Work
If teachers work together to examine their
students‟ and their own work, they‟ll be asking:
• What am I teaching?

• Why am I teaching it?

• How am I teaching it?

• Why am I teaching it this way?

• How do I know my students are getting it?

• How do my students know they are getting it?
• Is my message clear?
• Do I have enough information?




 • Does my paper have a good beginning and ending?
 • Have I told my ideas in the best order?




 • Does this writing sound like me?
 • Did I say what I truly think and feel?




 • Will my reader understand my words?




          Do my sentences begin in different
           ways?
          Are some sentences long and some
           short?
          Is my paper easy to read aloud?



          Do I have paragraphs?
          Are my words spelled right?
          Did I use periods and question
           marks?
          Did I use capital letters in the right
           places?


          Usually in essay form
          Illustrations
          Book format
          Diagrams
• 6 + 1 Writing Traits Rubric
  (One Pager)

• Focus for today:
  Organization Trait
           „Looking at Student Work‟ Form and Protocol


Section #1:
•   Discuss the teacher‟s expectation of student work and each
    record response.
•   Determine the Writing Standard being addressed.


Section #2:
•   Sort the students‟ work into 3 piles using the 6+1 Trait Rubric
    (high, middle, low).
•   List the students‟ numbers under each category.
•   Estimate the % of ENTIRE class.

Section #3:
•   Select one student from each category to record observations.
         „Looking at Student Work‟ Form and Protocol


Section #4:
•   Determine learning needs for each student.


Section #5: Most important section
•   Select and create the differentiated strategy or strategies
    that can be taught to each group of students.
•   All Students Section: Any strategies that could be implemented
    “whole” group – all students.
         Large Group Report
What ideas did you gain from using this protocol?




  • How would you develop a way to look at student
    work in your grade/building?

  • How would you give feedback to the student after
    looking at the student work?

  • How would you address the academic needs after
    assessing the student work?
Math and Reading
Perception Survey
                                      Number of Group
               Topics                     Responses
Read Ability Level Data/HILL
   Materials (High Interest, Low            26
   Level)
Cross Curricular Math Professional
                                            25
   Development/Strategies
Creative use of Time for
                                            23
   Math/Reading
Cross Curricular Reading
                                            16
   Strategies/Vocabulary/Notetaking
Math Club Formation                         11

Writing/Journals/Reflection Time            9

Teacher Focus - Book Studies                7
Sharing Results of Math/Reading
                                            7
  Levels
Survey Results

Green   Focus Area for
        PASS Trainers




 Red    Focus Area for
        Individual Buildings
          Survey Results
Examining the weakness columns
  – What are some areas that are being addressed at
    the school level?

  – What are some areas that are being addressed or
    discussed in the K-12 content level afternoon
    meetings on the in-service days?



                   Next steps?

  How can this data be useful as we continue to
                 move forward?
Recognition Celebration
    PASS Team Awards

“The PASScars”
     For Best Work
by PASS Team Personnel
Recognition and Celebration
          PASS Survey

http://survey.tie.net/surveys/pass0407.htm
 Team
Planning
  Time

								
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