# Julieâ€™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
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
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.

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

• 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?
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
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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