Oct16 2009

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Oct16 2009

  1. 1. Welcome!
  2. 2. New Teacher Academy October 16, 2009 Facilitated by Annette Smitley St. Joseph ISD [email_address] 269 467-5453
  3. 3. Learning Targets <ul><li>I can explain the three parts to a lesson that can be differentiated. </li></ul><ul><li>I can describe the different ways to use the 3-2-1 Bridge (Chunk-Chew Process) and can explain how it deepens students’ understanding. </li></ul><ul><li>I can identify Marzano’s 6 step process for teaching content vocabulary and know how to use resources associated with each step. </li></ul>
  4. 4. Learning Targets <ul><li>I can explain Howard Gardner’s Multiple Intelligences and can explain how these relate to lesson planning. </li></ul><ul><li>I can create a lesson plan that has CHUNK, CHEW, and CHECK activities and addresses students’ multiple intelligences. </li></ul>
  5. 5. A note about learning goals …(Marzano, 2001) <ul><li>There is a 27% percentile gain in achievement when students know and monitor the learning goal. </li></ul><ul><li>Learning goals don’t need to be specific, but they should be written in student language. </li></ul><ul><li>Students who personalize the learning goals are more likely to achieve them. Students should be responsible for monitoring learning goals. </li></ul>
  6. 6. Norms <ul><li>Be 100% present to the task . </li></ul><ul><li>(Please no computers/cell phones/other work.) </li></ul><ul><li>Actively participate. </li></ul><ul><li>Stay with your groups during work times. </li></ul><ul><li>Adhere to the schedule </li></ul><ul><li>(on time, call if you can’t attend or must leave early-emergency). </li></ul><ul><li>Limit table talk. </li></ul><ul><li>Ask questions and make comments that progress the work. </li></ul><ul><li>Have fun! (Signals and Partners) </li></ul>
  7. 7. Guidelines for Signals and Partners <ul><li>Signals </li></ul><ul><li>Quick </li></ul><ul><li>Easy </li></ul><ul><li>Match your personality </li></ul><ul><li>Sensory (sight, sound, motion-activated) </li></ul><ul><li>Fun (but not too distracting) </li></ul><ul><li>Quick Partners </li></ul><ul><li>Use for discussing, checking, finding, brainstorming, sharing </li></ul><ul><li>CHUNKING/CHEWING/ </li></ul><ul><li>CHECKING </li></ul><ul><li>Keep for at least 3-6 weeks (display or reference sheet needed) </li></ul><ul><li>Establish guidelines for partner work and expectations BEFORE, DURING, and AFTER working in groups. </li></ul>
  8. 8. Lesson Planning 101 <ul><li>Chunk </li></ul><ul><li>Input: How will you help students interact with new knowledge? </li></ul><ul><li>Chew </li></ul><ul><li>Process : How will you help students practice and make sense of the new knowledge? </li></ul><ul><li>Check </li></ul><ul><li>Output : How will you check to ensure students understand the new knowledge? </li></ul>
  9. 9. Partner Brain Squeeze <ul><li>Verbally brainstorm all the ways a teacher could provide new information to students (CHUNK). </li></ul><ul><li>You have one minute… </li></ul>
  10. 10. Ways to Chunk <ul><li>SHOW students graphs, charts, pictures, film clips, cartoons, human continuums, and props/items </li></ul><ul><li>Students READ bits of information from books, magazines, online, etc. </li></ul><ul><li>Students HEAR information presented in lecture or discussion </li></ul><ul><li>Students BUILD, MANIPULATE, SORT, CLASSIFY, CREATE to gain information </li></ul><ul><li>Students DO KINESTHETIC activity to learn new information </li></ul>
  11. 11. Partner Brain Squeeze <ul><li>Verbally brainstorm all the ways a teacher could process new information with students (CHEW). </li></ul><ul><li>You have one minute… </li></ul>
  12. 12. Ways to CHEW <ul><li>WRITE to connect new information to old information </li></ul><ul><li>DRAW pictures or graphic organizers to organize and connect information/concepts </li></ul><ul><li>CREAT MNEUMONIC devices to organize concepts and terms </li></ul><ul><li>WORK COOPERATIVELY to discuss new information </li></ul><ul><li>CREATE, MANIPULATE, DO to connect new information </li></ul>
  13. 13. Partner Brain Squeeze <ul><li>Verbally brainstorm all the ways a teacher could check students’ understanding of new information. (CHECK). </li></ul><ul><li>You have one minute… </li></ul>
  14. 14. Ways to CHECK: <ul><li>SELECT PROBLEMS to SOLVE </li></ul><ul><li>CHOOSE PROJECT according to strengths and interests </li></ul><ul><li>Write a poem. </li></ul><ul><li>Sing a song. </li></ul><ul><li>Build a project. </li></ul><ul><li>Make a video. </li></ul><ul><li>Perform a skit. </li></ul><ul><li>COMPLETE PUZZLE that requires connection and thinking </li></ul><ul><li>FIST of FIVE </li></ul><ul><li>SIGN LANGUAGE or RESPONSE CARDS </li></ul><ul><li>GAMES </li></ul>
  15. 15. Social Studies Example 3-2-1-Bridge Method of CHUNKING
  16. 16. Learning Target <ul><li>Understand geographical representations (maps) and their purpose (prerequisite skill to constructing and utilizing maps) (3 rd Grade) </li></ul><ul><li>Economics – Using examples, explain how scarcity, choice, opportunity costs affect decisions that households, businesses, and governments make in the market place. </li></ul>
  17. 17. Part 1: Assessing Prior Knowledge What do students know about the purpose of maps? <ul><li>PARTNERS 3-2-1 </li></ul><ul><li>3 Words/phrases </li></ul><ul><li>2 Questions </li></ul><ul><li>1 Metaphor/Simile (Maps are like…because…) </li></ul><ul><li>TOPIC: Purpose of Maps </li></ul>
  18. 18. Part 2: 3-2-1 Bridge- Building New Knowledge <ul><li>Expose the students to new knowledge with guided questions or new information. </li></ul><ul><li>Lead, but don’t tell…that’s where the THINKING comes in! </li></ul>
  19. 19. Elementary VS Secondary <ul><li>Look at maps and discussion questions with partners. </li></ul><ul><li>Read “Small Towns Vanish, at least on the Map” </li></ul>
  20. 20. Physical Relief Map of Michigan <ul><li>What does it show? </li></ul><ul><li>Why is it green and blue? </li></ul><ul><li>What is the line with numbers in the lower left corner? </li></ul><ul><li>What else can you tell me about the map? </li></ul><ul><li>Who would use this kind of map? </li></ul>
  21. 21. Rivers of Michigan Map <ul><li>What does this map show? </li></ul><ul><li>What lakes are on this map? </li></ul><ul><li>What are the blue lines and words on this map? </li></ul><ul><li>Who would use this kind of map? </li></ul>
  22. 22. Counties of Michigan Map <ul><li>What does this map show? </li></ul><ul><li>Is there a reason for the different colors? </li></ul><ul><li>Show them where they live. What counties are north, east, west, south of the county you live in? </li></ul><ul><li>Where have you seen a map like this one? </li></ul><ul><li>Who would use this kind of map? </li></ul>
  23. 23. Michigan Elevation Map <ul><li>What does this map show? </li></ul><ul><li>What does the color shading mean? </li></ul><ul><li>How do you know? </li></ul><ul><li>In what county would you find the highest peak or hill? What maps do you need to use? </li></ul><ul><li>Who would use this kind of a map? </li></ul>
  24. 24. Map of Michigan Cities <ul><li>What does this map show? </li></ul><ul><li>What do the red lines mean? </li></ul><ul><li>Why do some red lines have a blue signs on them, while others have white signs? </li></ul><ul><li>Why is there a big black dot by Lansing? </li></ul><ul><li>Who would use this map? </li></ul>
  25. 25. Thinking about the purpose of Maps… <ul><li>What kind of map would you use if you were… </li></ul><ul><li>… driving a car to another city? </li></ul><ul><li>… trying to find the area with the highest hill or mountain in Michigan? </li></ul><ul><li>… planning a canoe trip on the Muskegon River? </li></ul><ul><li>… trying to find what counties border St. Joseph County? </li></ul>
  26. 26. 3-2-1 Bridge: Building Knowledge <ul><li>With your partners, generate the following ideas about a map’s usefulness, using your new knowledge: </li></ul><ul><li>3 words or ideas </li></ul><ul><li>2 questions </li></ul><ul><li>1 metaphor/simile (Maps are like…because…) </li></ul>
  27. 27. Pair-Share <ul><li>What did you notice about your thinking as you connected ideas using the 3-2-1 bridge activity? </li></ul><ul><li>How could you use this kind of activity in your class? </li></ul>
  28. 28. Using Photos and Video Clips with the 3-2-1 Activity CHUNKING
  29. 29. Learning Target <ul><li>Understand the effects of human-environment interactions </li></ul>
  30. 30. 3-2-1 Bridge: Part 1- Building Knowledge <ul><li>Meet with your partners </li></ul><ul><li>Topic: Plastic Grocery Bag Use </li></ul><ul><li>3 words or phrases </li></ul><ul><li>2 questions </li></ul><ul><li>1 simile/metaphor (Grocery bags are like…because…) </li></ul>
  31. 31. Part 2: Creating New knowledge Consider this… Lucky the Platypus with the cut around his neck from a plastic bag Turtle with plastic bag lodged in his throat
  32. 32. Consider this… <ul><li>The Chinese Government has announced a nationwide ban on stores distributing free ultra-thin plastic bags from June 1. The new rule says all retailers have to clearly indicate the price of their plastic bags and charge customers for the bags. Chinese people use up to three billion plastic bags a day. About 5 million tons of crude oil is used to make plastic bags for packaging every year, according to reports. </li></ul>
  33. 33. What three words or phrases come to mind?
  34. 34. www.youtube.com China bans plastic bags
  35. 35. What two questions come to mind?
  36. 36. Consider this… <ul><li>Read the article titled: “Plastic Bag Pollution” by Sharon Jacobsen </li></ul>
  37. 37. What simile or metaphor comes to mind? Using plastic bags is like…because …
  38. 38. Chunking: Vocabulary Using Marzano’s 6 Step Process
  39. 39. With your team, create a graphic that captures the six steps, in order. Cooperative Group Guidelines: All take turns writing. Use only the materials given to you. Initial your contribution. Encourage each other.
  40. 40. Teacher Checks
  41. 41. Resources: Step 1, 2, and 3 Describe, Explain, Exemplify, Draw <ul><li>http://jc-schools.net/tutorials/vocab/strategies.html </li></ul><ul><li>Academic Notebook Worksheet </li></ul><ul><li>Four-Dimensional Study </li></ul><ul><li>Frayer’s Model </li></ul><ul><li>Liebherk Model (Triangle) </li></ul>
  42. 42. Teacher Checks
  43. 43. Resources: Step 4 Expand, Connect Knowledge <ul><li>Semantic Feature Analysis </li></ul><ul><li>Analogy Graphic Organizer </li></ul><ul><li>Write a paragraph </li></ul>CHEW
  44. 44. Teacher Checks
  45. 45. Resources: Step 5 Collaborate <ul><li>Find someone who… </li></ul><ul><li>Word Toss </li></ul><ul><li>I have…who has… </li></ul><ul><li>Flashcards </li></ul>CHEW
  46. 46. Resources: Step 6 Games Play <ul><li>Password </li></ul><ul><li>Charades </li></ul><ul><li>$25,000 Pyramid </li></ul><ul><li>Page Puzzles </li></ul><ul><li>Question Cubes </li></ul><ul><li>Fly Swatter Game </li></ul>CHECK
  47. 47. Your Vocabulary List… <ul><li>Multiple Intelligences (Howard Gardener) </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Interpersonal </li></ul><ul><li>Logical </li></ul><ul><li>Linguistic </li></ul><ul><li>Visual-Spatial </li></ul><ul><li>Kinesthetic </li></ul><ul><li>Musical </li></ul><ul><li>Natural </li></ul><ul><li>Existential </li></ul>
  48. 48. Frayer’s Model Intrapersonal Intelligence Step 1 and 2 Marzano: Explain, exemplify Non-Example (own life) Example (own life) Characteristics Definition in own words
  49. 49. Academic Notebook <ul><li>Vocabulary Term: Interpersonal Intelligence </li></ul><ul><li>In my own words: </li></ul>Steps 1, 2, 3 Marzano: Explain, exemplify, draw New Info. Draw
  50. 50. Step 4 Marzano: Go Deeper/Connect in new way
  51. 51. Partner Activity <ul><li>Review flashcards with partner. </li></ul><ul><li>Create flashcards with jobs that align to each intelligence. </li></ul><ul><li>Example: </li></ul><ul><li>Professional Athlete=Kinesthetic </li></ul><ul><li>Artist=Visual/Spatial </li></ul>Step 5 Marzano-Collaborate
  52. 52. Password <ul><li>Directions: Stand back to back. Give clues to your partner, related to the term on the list. If your partner is not getting the word, you may pass. You have one minute! </li></ul>Step 6 Marzano: Play
  53. 53. Password <ul><li>Kinesthetic </li></ul><ul><li>Logical </li></ul><ul><li>Existential </li></ul><ul><li>Natural </li></ul><ul><li>Visual-spatial </li></ul>
  54. 54. $25,000 Pyramid <ul><li>Directions: Stand back to back with your partner. Provide only lists of items in each category starting from the lower left portion of the pyramid and working your way to the top. Your partner must say the name of the category. </li></ul>Step 6 Marzano: Play
  55. 55. $25,000 Pyramid Activities liked by Linguistic learners Things a “Musical” learner might say Things an “existential” learner might ponder Places a “natural” learner might like Jobs a Visual-Spatial Learner Might like Step 6: Marzano-Play
  56. 56. Page Puzzles Step 6: Marzano-Play
  57. 57. Read Interesting Factoids from Jim Grant “Tips to Keep In Mind When Teaching Boys” <ul><li>Say Something Reading Strategy </li></ul><ul><li>With your partner, decide how you will read. </li></ul><ul><ul><li>silently </li></ul></ul><ul><ul><li>take turns </li></ul></ul><ul><ul><li>one reader </li></ul></ul><ul><ul><li>share a copy or read from own copy </li></ul></ul><ul><li>Locate the first place you will stop and say something about the text. </li></ul><ul><li>Continue to select additional places to stop. </li></ul><ul><li>Remember, when you stop to stay something, it must be about what you have just finished reading! Jot a note or picture to help you remember what you read. </li></ul>
  58. 58. Brain Physiology 101 <ul><li>Corpus Collasum </li></ul><ul><li>4 Lobes </li></ul><ul><li>Occipital </li></ul><ul><li>Parietal </li></ul><ul><li>Temporal </li></ul><ul><li>Frontal/Pre-frontal lobe </li></ul><ul><li>Sensory-Motor Cortex </li></ul><ul><li>Limbic System </li></ul><ul><li>Amygdala </li></ul><ul><li>Hippocampus </li></ul>
  59. 59. Human Continuum <ul><li>Process: </li></ul><ul><li>Teacher shows or tells statement. </li></ul><ul><li>Students decide if they agree or disagree and move to that place on the continuum. </li></ul><ul><li>Teacher asks students why students have a different belief than they do. (Defend the counter argument.) </li></ul><ul><li>What changes in the statement would cause you to change your viewpoint? </li></ul><ul><li>Follow-up: </li></ul><ul><li>Partner discussion </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul><ul><li>Graphic Organizer </li></ul>
  60. 60. Human Continuum <ul><li>The United States should stop funding space research. </li></ul><ul><li>All government employees should have to drive government vehicles that get 40+ miles to the gallon. </li></ul><ul><li>Summer reading should be required of all students. </li></ul><ul><li>All students should receive 30 minutes of exercise during the school day. </li></ul>
  61. 61. Inside/Outside Circles or Lines <ul><li>Students sit or stand facing each other in two concentric circles or two lines. </li></ul><ul><li>Students respond to teacher questions or note-card prompted questions and then rotate to the next partner. </li></ul><ul><li>In the end of this type of structure, students will have both been teachers and learners of new information. </li></ul>
  62. 62. Inside/Outside Circles <ul><li>Traps to Avoid </li></ul><ul><li>Read the “Trap” assigned to you. </li></ul><ul><li>Draw a picture on a post-it note to remind you what the trap is and how to remedy it. </li></ul>EEK!
  63. 63. Pictograph /Summary Combination Notes Pictograph Key Ideas How do digital natives process information? What four considerations do I need to make when designing lessons for digital natives? What is the impact of media and technology in learning? Learning Goal/Target I can identify research that supports how digital natives learn that will help me as I plan lessons for these students in my class.
  64. 64. Scavenger Hunt
  65. 65. Spatial Geography/Story <ul><li>Tell a story with hand gestures to help students remember the location and features of these countries: </li></ul><ul><li>Italy </li></ul><ul><li>Switzerland </li></ul><ul><li>Austria </li></ul><ul><li>Germany </li></ul><ul><li>Poland </li></ul><ul><li>France </li></ul><ul><li>Spain </li></ul><ul><li>Portugal </li></ul>
  66. 66. Planning Lessons with the Multiple Intelligences <ul><li>Consider this… </li></ul><ul><li>How would you teach your lesson if all your students were… </li></ul><ul><li>…Blind </li></ul><ul><li>…Deaf </li></ul><ul><li>…Unable to Write </li></ul><ul><li>…Unable to Speak </li></ul>
  67. 67. Plan a lesson with multiple intelligences/brain in mind… <ul><li>Learning Goal: </li></ul><ul><li>Chunk: How will you deliver new info? </li></ul><ul><li>Chew: How will you allow students to process new info? </li></ul><ul><li>Check: How will you check students’ understanding of new info? </li></ul>
  68. 68. Learning Targets <ul><li>I can explain the three parts to a lesson that can be differentiated. </li></ul><ul><li>I can describe the different ways to use the 3-2-1 Bridge (Chunk-Chew Process) and can explain how it deepens students’ understanding. </li></ul><ul><li>I can identify Marzano’s 6 step process for teaching content vocabulary and know how to use resources associated with each step. </li></ul>
  69. 69. Learning Targets <ul><li>I can explain Howard Gardner’s Multiple Intelligences and can explain how these relate to lesson planning. </li></ul><ul><li>I can create a lesson plan that has CHUNK, CHEW, and CHECK activities and addresses students’ multiple intelligences. </li></ul>

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