Tiered pyramid of students, similar to RTI model, most kids get it 80-90, some need a bit of help 10-15%, few 5% need lots of help! helped her in her classroom.
Made a grid and broke into levels: challenged or below, average or above grade level, then set 1.content 2.process and 3.product and set expectations for each group. ex challenged, 3 major concepts, average, all content, above average- more in-depth study.
Students take what learned and applied outside of classroom, ex cloud assignment, on weather, cloud formations, flip book, then could label clouds when outside.
grouping strategies, used calendar page cut into pieces, then have students match up to make group, ways to randomize groups, prevent always using the same groups. different sizes,
high school does ppt instruction, visual high, words low provide a handout of ppt for note taking, highlight, more engagement, this came from self-assessment of how things were going.
looked at pre and post assessment if they are mirrored this helps kids understand what they need to learn shows them they did learn
Instruction and classroom mgt, has ppt first page problems to do, next answers, 3rd cartoon, 4th instruction for next step, seems to get them going, know what to expect, gets prepped for day.
Routine is important, helps with time management, helped assess previous day learning, remediate if kids didn't get.
Use Blooms, Marzano with you when you are lesson planning, helps with developing questions, what words to use when posing questions.
Saturday, June 19, 2010
Final To-do List
- Email Saylor to set up a skype or phone conference on final project! alisonwants2ski is my skype name
- Read and watch from links posted above in post or on class wiki and react to the material, THEN reply to two of your peers replies here http://edrs698.wikispaces.com/Saylor%27s+Stuff
- Make sure ALL reflective papers are turned in no later than July 1
- Be prepared to present your final presentation to the class (15 minutes ONLY) on Saturday July 3rd.
Article and Video discussion
Please read on of these articles:
to add to your understanding of reflective practice.
THEN, go to the class wiki under Saylor's Stuff
http://edrs698.wikispaces.com/Saylor%27s+Stuff
and under the discussion tab at the top, post a response to what you read then two replies to your peers posts. Do this before July 2nd.
- http://www.teachingenglish.org.uk/think/articles/reflective-teaching-exploring-our-own-classroom-practice
- http://www.ukcle.ac.uk/resources/reflection/teaching.html
to add to your understanding of reflective practice.
THEN, go to the class wiki under Saylor's Stuff
http://edrs698.wikispaces.com/Saylor%27s+Stuff
and under the discussion tab at the top, post a response to what you read then two replies to your peers posts. Do this before July 2nd.
Tips on final Reflective Presentation
- All of the tenets of good writing i.e. topic sentences, transitions etc.
- Voice/Honesty. Self examination/ introspection--detailing of stereotypes, bias in values etc and how those might be influence teaching and learning and how they might be overcome
- Data driven, not an outside authority. Artifacts used powerfully and not superficially. Literature as a support for your assertions, findings, etc.
- Describes important trends and observations of data and ties to thinking/teaching
- Well organized; Clearly state your thinking, assertions, observations, and statements with concrete examples and evidence.
- Balanced critiques
- SO WHAT?
- GOAL? voice, organization, observational evidence, literature and higher level thinking all woven together!
Final presentation conference
Please email me to setup a time for us to Skype http://www.skype.com/intl/en-us/home or call and discuss your final project and any grade updates... Please do this by Sunday June 20th and schedule the conference for M, T, W, R from 4pm on, or T/R during the day or evening, what ever time works well for you.
A Few cool Tech Tools
convert files, download youtube - http://zamzar.com
cool slide-shows http://animoto.com
text reader http://www.naturalreaders.com
search help on Google: Wonder wheel and
Timeline
Live Audience polling http://www.polleverywhere.com/
Free website creation http://www.weebly.com
Shared comment space, like a private twitter for backchannel http://piratepad.net
Funny make photos speak http://blabberize.com
Teachers videos http://www.teachers.tv/videos
http://www.edu20.org/ Place to create online leaning / classroom sites
Comic creators http://pixton.com/ and http://www.readwritethink.org/files/resources/interactives/comic/
Great timeline creator also flip books and location http://www.dipity.com
Quick mind-maps http://bubbl.us and http://www.mindmeister.com/
The most important thing is to tie the tech tool into both the curriculum and also the instructional framework, for example: like Mind mapping or timelines bringing in Marzano's non-linear representations for exploring genus and species in science.
cool slide-shows http://animoto.com
text reader http://www.naturalreaders.com
search help on Google: Wonder wheel and
Timeline
Live Audience polling http://www.polleverywhere.com/
Free website creation http://www.weebly.com
Shared comment space, like a private twitter for backchannel http://piratepad.net
Funny make photos speak http://blabberize.com
Teachers videos http://www.teachers.tv/videos
http://www.edu20.org/ Place to create online leaning / classroom sites
Comic creators http://pixton.com/ and http://www.readwritethink.org/files/resources/interactives/comic/
Great timeline creator also flip books and location http://www.dipity.com
Quick mind-maps http://bubbl.us and http://www.mindmeister.com/
The most important thing is to tie the tech tool into both the curriculum and also the instructional framework, for example: like Mind mapping or timelines bringing in Marzano's non-linear representations for exploring genus and species in science.
Saturday, June 12, 2010
updated protocol
Step 1. 20 -40? minutes—Presenter distributes the one page overview or outline of their work. Presenter then discusses
Teaching practices to be discussed; Background/Context (to include teachers’ prior experience, knowledge, and values that affect that practice or set of practices i.e. Practical theories)
Questions or “puzzles of practice?????” (p. 9) with respect to the teaching practices to be considered by the consultant peers. FRAME A QUESTION FOR GROUP. (Maybe your question will relate to your data i.e. better ways to get at the same thing; better things to get at to inform this/these practices.)
Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data.
IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES?
HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE PRACTICES (PP. 43-44)
Step 2. 10 minutes—2 minutes to compose probing questions.
Peers ask clarifying questions round; speaker answers
move into probing questions presenter responds
discussion
Step 3. 15 minutes????—The larger group then discusses the material presented. What did we hear? What didn’t we hear that we needed to know more about? What do we think about the questions and the issues? The conversation should include both “warm” and “cool” comments.
Each member reflects back to presenter based on what they heard.
!!!The presenter does not speak but listens and takes notes.
Step 4. 5 minutes—The presenter responds to what they heard.
Step 5. 10 minutes—All members engage in short reflective writing on what you heard from the data presented and how it interacts with the professional literature that you brought.
Step 6. 3 minutes each present key points from your written thoughts—whip around
Teaching practices to be discussed; Background/Context (to include teachers’ prior experience, knowledge, and values that affect that practice or set of practices i.e. Practical theories)
Questions or “puzzles of practice?????” (p. 9) with respect to the teaching practices to be considered by the consultant peers. FRAME A QUESTION FOR GROUP. (Maybe your question will relate to your data i.e. better ways to get at the same thing; better things to get at to inform this/these practices.)
Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data.
IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES?
HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE PRACTICES (PP. 43-44)
Step 2. 10 minutes—2 minutes to compose probing questions.
Peers ask clarifying questions round; speaker answers
move into probing questions presenter responds
discussion
Step 3. 15 minutes????—The larger group then discusses the material presented. What did we hear? What didn’t we hear that we needed to know more about? What do we think about the questions and the issues? The conversation should include both “warm” and “cool” comments.
Each member reflects back to presenter based on what they heard.
!!!The presenter does not speak but listens and takes notes.
Step 4. 5 minutes—The presenter responds to what they heard.
Step 5. 10 minutes—All members engage in short reflective writing on what you heard from the data presented and how it interacts with the professional literature that you brought.
Step 6. 3 minutes each present key points from your written thoughts—whip around
Classroom Management tips
non verbal cues work well, no talk-back
private thumbs up helpful for peer pressure
tap system to refocus students, ADHD private to student
private communication cues
for perpetual offenders ask yourself (at third offense) internal or external, same time, bored, place in classroom, as start of intervention process
relationship building be in tune with clientele, adjust to the needs of students
clarity of expectations, make sure kids understand - have them state, model behavior, know procedures, comfortable
inconsistency hurts behavior, establish a school norm
remediate if off track, reestablish norms
daily flexibility due to the day activities, weather, assemblies
fairness to all students,
behavior plans, struggle, special students get rewards, causes problem with kids who do well every day.
are negative consequences are effective? take away activities, when to use or should you use--- natural consequences, take away time
re-focus room
proximity helps, student seating moves
personal tolerance, some teachers have little, cause some problems with this
you create the weather in your classroom for each day
classroom environment makes a difference, overcrowded, color,
is it fair to punish whole class for few? divide and conquer separate off problem kids
stay calm and respectful with student fights... but mean business
set up rules in depth at beginning of year, may have to re-norm later first 2-3 weeks establish code of content over content knowledge development
Wong first week of school, reading vast and endless sea ahead of you, get buy-in to start moving forward.
private thumbs up helpful for peer pressure
tap system to refocus students, ADHD private to student
private communication cues
for perpetual offenders ask yourself (at third offense) internal or external, same time, bored, place in classroom, as start of intervention process
relationship building be in tune with clientele, adjust to the needs of students
clarity of expectations, make sure kids understand - have them state, model behavior, know procedures, comfortable
inconsistency hurts behavior, establish a school norm
remediate if off track, reestablish norms
daily flexibility due to the day activities, weather, assemblies
fairness to all students,
behavior plans, struggle, special students get rewards, causes problem with kids who do well every day.
are negative consequences are effective? take away activities, when to use or should you use--- natural consequences, take away time
re-focus room
proximity helps, student seating moves
personal tolerance, some teachers have little, cause some problems with this
you create the weather in your classroom for each day
classroom environment makes a difference, overcrowded, color,
is it fair to punish whole class for few? divide and conquer separate off problem kids
stay calm and respectful with student fights... but mean business
set up rules in depth at beginning of year, may have to re-norm later first 2-3 weeks establish code of content over content knowledge development
Wong first week of school, reading vast and endless sea ahead of you, get buy-in to start moving forward.
Community Connection Tips
always be deliberate
value the student, background, don't dismiss them
keep in mind background of students, where they come from
community of teachers
gender issues
not judge book by it's cover
establish a baseline of what school provides vs what you do above this
socioeconomic impact - neighborhoodlink.com for demographic info
value the student, background, don't dismiss them
keep in mind background of students, where they come from
community of teachers
gender issues
not judge book by it's cover
establish a baseline of what school provides vs what you do above this
socioeconomic impact - neighborhoodlink.com for demographic info
Thursday, June 10, 2010
tech grants
After seeing the variance between schools technology equipment, here are some sites for those have-not teachers.
Great grant place, donors grant wishes also get 2 for 1 flip video cameras.
http://www.digitalwish.com/
http://www.grantsalert.com/
http://dir.yahoo.com/education/financial_aid/grants/
http://e-grants.ed.gov
science (microscopes Pat) http://www.vernier.com/grants/fulllist.html
Great grant place, donors grant wishes also get 2 for 1 flip video cameras.
http://www.digitalwish.com/
http://www.grantsalert.com/
http://dir.yahoo.com/education/financial_aid/grants/
http://e-grants.ed.gov
science (microscopes Pat) http://www.vernier.com/grants/fulllist.html
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