1
Buffalo/NUA Partnership
3-Day Summer Institute
August 2013
2
Rituals engage learners.
- Eric Jensen
Without relationship no significant
learning can take place.
-Dr. James Comer
WHY...
3
Building RelationshipsBuilding Relationships
• Cultural Pizza
Travel Family
Hobbies Music
All
About
Me
National Urban Al...
44
Setting up the NotebookSetting up the Notebook
National Urban Alliance for Effective Education-The Pedagogy of Confiden...
55
Table of ContentsTable of Contents
Date Topic/StrategyDate Topic/Strategy PagePage
National Urban Alliance for Effectiv...
6
6
Introduction
Building
Relationships
NUA Core
Beliefs
NUA Classroom
Practices
Instructional
Assessment
Break
Small Grou...
7National Urban Alliance for Effective Education-The Pedagogy of Confidence
8
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
9
DAY ONEDAY ONE
Small Group Session
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
10
BUILDING
RELATIONSHIPS
Quad Sign-in and Symbol
National Urban Alliance for Effective Education-The
Pedagogy of Confiden...
11
Quad Sign-in Directions
• Groups of four
• Draw the Quad Sign-in Primitive on a piece of chart
paper.
• Draw a Symbol o...
12
Debrief the CB
• Teaching that incorporates the use of strengths optimizes
the efficiency of the learning process.
• Ha...
13
Setting up the
Environment
Destiny
Sticks
and
Flow of the
Day
National Urban Alliance for Effective Education-The Pedag...
14
The Walls are Talking about NUA
•Symbolic Representation
•Five Critical Experiences
•Culture, Language, Cognition
•Five...
15
• Defining in Context
w/Circle Map
Expectations
National Urban Alliance for Effective Education-The Pedagogy of Confide...
16
Goal Setting: Expectations
•Essential Question:
•What are your expectations
for the 3 day NUA Summer
Institute?
16
17
The Frame
•What will you do to help realize your
goals?
17
18
Three Phases of
the Lesson
Priming
Processing
Retaining
for Mastery
National Urban Alliance for Effective Education-The...
19
Robert Marzano says…
The more vocabulary knowledge
that is built, the more background
knowledge can be assessed.
Nation...
20
21
22
Taxonomy of words associated with
____________
A- N-
B- O-
C- P-
D- Q-
E- R-
F- S-
G- T-
H- U-
I- V-
J- W-
K- X-
L- Y-
...
23
Oral Speaking FrameOral Speaking Frame
I have a word to add to the taxonomy of
_________________ and my word is
_______...
24
CCSS
• L.2.6: Use words and phrases
acquired through conversations,
reading and being read to, and
responding to texts,...
25
The anchor standard for College
and Career Readiness:
•Acquire and use accurately a range of
general academic and domai...
26
Explicit Strategy Instruction
Today I am going to teach you how to use Composing
with Key Words.
Composing w/Key Words ...
27
Have words! Can Write!
• First, choose three words from your taxonomy that
resonate with you.
• Then, create a sentence...
28
Oral Speaking Frame
Here are my words…
This is my sentence…
29
Debrief the strategies
• How are these two strategies helpful in designing
coherent instruction?
• CCSS: L.2.4 (a): Use...
30
Why NUA uses the Oral Speaking
Frames:
• CCSS L.2.6: Presentation of Knowledge and Ideas –
Produce complete sentences w...
31
NUA Explicit Strategy Instruction
17
•Today I’m going to teach to you how to
use a Key Word Notes.
•A Taxonomy is used ...
32
Key Word Notes Primitive
• Key Word Notes
1 2
3 4
5
33
Key Word Notes Directions
• Work in pairs using individual Key Word Notes form.
• Everyone reads designated piece of te...
34
Related Learning Principles
• Choice enhances learning and contributes to positive
attitudes.
• Comprehension is reinfo...
35
Debrief the Strategy
• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas
and Details. Determine two or more main id...
36
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive...
EACH ONE TEACH
ONE
Strategy Practice for fidelity
39
•New strategy, old information.
•The brain will not, does not, and
cannot learn two new things at the
same time—new str...
40
Each One Teach One
• Create partnerships A & B
• Select content you plan to teach or have recently taught.
• Each team ...
41
•Culturally responsive teaching is defined
as using the cultural characteristics,
experiences, and perspectives of
ethn...
42
• It is based on the assumption that when
academic knowledge and skills are situated
within the lived experiences and f...
43
•As a result, the academic achievement
of ethnically diverse students will
improve when they are taught through
their o...
44
Culturally Responsive Teaching
Validating Empowering Transformative Comprehensive
Create a graphic
representation
for y...
45
Culture is anything that is relevant
and meaningful to you. NUA
• You will become an expert on one of the 6 characteris...
46
Learners acquire and store knowledge in
two primary ways: linguistic (by reading
or hearing lectures), and nonlinguisti...
47
Final Reflection
Ball Toss
33
Which strategies will you add to your
pedagogy and why?
48
DAY TWODAY TWO
Small Group Session
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
49
“HONEY I LOVE…”
Community Builder
National Urban Alliance for Effective Education-The Pedagogy of Confidence
50
He says,
"relationships,
relationships,
relationships!"
National Urban Alliance for Effective Education-The Pedagogy of...
51
Honey I Love…
• Consider the work of a researcher that you apply
to your beliefs, practices, and instruction
• Use the ...
Text-based discussionText-based discussion
National Urban Alliance for Effective Education-The Pedagogy of Confidence
53
High Operational Practices (HOP)High Operational Practices (HOP)
PEDAGOGY of CONFIDENCE
1. Identifying and Activating S...
54
W3’s Direction
• Create a two-page spread in their notebooks.
• Fold the odd numbered page in half.
• Title the even nu...
55
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
56Eyka Stephens, NUA Mentor
Explicit Teaching of
Thinking Maps:
All About Me
Explicit Teaching of
Thinking Maps:
All About Me
Circle Map Define in Context
Circle Map Define in Context
Lisa
Circle Map Define in Context
Lisa
Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
What makes me wh...
Circle Map Define in Context
Lisa
gardener
daughter
author
fisherwoman
teacher NUA
Mentor
What makes me who I am?
super fa...
Circle Map
Function Remember
• Define in context
• Gets ideas down
• Activates prior
and experiential
knowledge
• Priming
...
Bubble Map Describe
Lisa
Bubble Map Describe
Lisa
DescribeBubble Map
Lisa
faithful
Bubble Map Describe
Lisa
faithful
DescribeBubble Map
Lisa
faithful
Bubble Map Describe
Lisa
faithful
meticulous
DescribeBubble Map
Lisa
faithful
meticulous
DescribeBubble Map
Lisa
faithful
meticulous
dependa
ble
Bubble Map Describe
Lisa
faithful
meticulous
dependable
DescribeBubble Map
Lisa
faithful
meticulous
dependable
Bubble Map Describe
Lisa
faithful
meticulous
dependable
sensitive
Bubble Map Describe
Lisa
faithful
meticulous
dependable
sensitive
DescribeBubble Map
dependable
meticuloussensitive
faithful
Lisa
Bubble Map Describe
Bubble Map
Function Remember
• Describe
• Processing
Write then draw
Adjectives
Adjective phrases
Use “is”
Frame
Double-Bubble Map Compare and Contrast
Lisa
Lisa
Double-Bubble Map Compare and Contrast
Lisa
Lisa
Double-Bubble Map Compare and Contrast
Lisa
Lisa
shellers
moms
love
music
Double-Bubble Map Compare and Contrast
Lisa
Lisa
shellers
moms
love
music
Double-Bubble Map Compare and Contrast
Lisa
Lisa
shellers
moms
love
music
3 kids
lives in
Austin
very
political
travel
frequently
Double-Bubble Map Compare and C...
Lisa
Lisa
shellers
moms
love
music
3 kids
lives in
Austin
very
political
travel
frequently
Double-Bubble Map Compare and C...
Lisa
Lisa
shellers
moms
love
music
3 kids
lives in
Austin
very
political
travel
frequently
Double-Bubble Map Compare and C...
Double-Bubble Map
Function Remember
• Compare and
Contrast
• Processing
Write then draw
Color Code
Similarities in center
...
Tree Map Categorize
Tree Map Categorize
Tree Map Categorize
Tree Map Categorize
Lisa’s Strengths
Tree Map Categorize
Lisa’s Strengths
Funloving Detail
Oriented
Earth
Friendly
Risk
Taker
Tree Map Categorize
Lisa’s Strengths
loves to
Laugh
talks to
strangers
editor/aut
hor
NO GMOs!!
gardener
fast cars
play
hard
parachut
ing
Tree...
Tree Map
Function Remember
• Categorize
• Processing
“T” top; “T” drop;
“T” stop
Title
No limit on branches
Frame
98
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
99Eyka Stephens, NUA Mentor
Explicit Teaching of
Thinking Maps:
All About Me
Bridge Map Shows
Relationships
as
as
Bridge Map Shows
Relationships
Relating Factor:
as
as
Bridge Map Shows
Relationships
Relating Factor: Loves
as
as
Bridge Map Shows
Relationships
Relating Factor: Loves
Lisa
Family
as
as
Bridge Map Shows
Relationships
Relating Factor: Loves
Lisa
Family
Teacher
Students
as
as
Bridge Map Shows
Relationships
Relating Factor: Loves
Lisa
Family
Teacher
Students
Principal
Faculty and
Staff
Bridge Map
Function Remember
• Show relationships
• Processing
Relating factor
Sentence form
Unlimited responses
Frame
Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
Cause/EffectMulti-Flow Map
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Cause/EffectMulti-Flow Map
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confide...
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confide...
Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
spea...
Multi-Flow Map
Function Remember
• Show cause and
effect
• Processing
Event in center
Causes on left-
arrows toward event
...
Flow Map Sequence
Flow Map Sequence
Flow Map Sequence
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Li...
Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Ar...
Flow Map
Function Remember
• Sequence
• Processing
No Limit on boxes
Main events in large
boxes
Details in small boxes
Use...
Brace Map Whole to Part
Brace Map Whole to Part
Lisa’s Garden
Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
Fertilizer
Rid...
Brace Map
Function Remember
• Analyze
• Whole to Part
• Processing
Physical Object
Brackets
Can go as deeply as
desired
Fr...
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive...
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive...
134
EACH ONE TEACH
ONE
Strategy Practice for fidelity
135
Each One, Teach One
• Each person selects a strategy they will teach their
partner
• Partner A - Select student text.....
136
Final Reflection
Concentric Circles
A
A
A
A
B
B
B
B
B
B
B B
B
B
B
B
B
B
A
A
A
A
A
137
• Letter off A-B
• “A”s form a circle facing outward
• “B”s form an outer circle (facing an “A”)
• Facilitator display...
138
Discussion Prompts
•Which of the Core Beliefs have we
addressed?
•Which NUA Classroom Practices have
been addressed up...
139
DAY THREEDAY THREE
Small Group Session
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
140
HOW ARE YOU BUILDING
RELATIONSHIPS DAILY?
National Urban Alliance for Effective Education-The Pedagogy of Confidence
A...
141
Building Relationships
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Give One Get One
1.
...
142
Give One, Get One
• Use the “Give One, Get One” handout.
• What is unique about you?
• Individually, write your respon...
143
Four Square Writing
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
14452
Pre-metacognitive statement
In order for students to be Fantastic
writers, they need ....?
14553
Writing Development
Sentence Stretchers
1
When
2
Determine
r
3
Adjective
4
Animal
5
Verb of
Locomotion
6
Adverb
7
Wh...
146
Text-based Discussion
Punctuate Your Thoughts
• Protected Reading Time - review the text.
• Use the following symbols ...
147
Debrief article and protocol
• CCSS: RI.3.6: Distinguish their own point of
• view from that of the author of a text.
...
148
Metacognition Frame
I know that I know something about ___________.
First,__________________________________.
Second,_...
149
Metacognition
• Begin with explicit strategy instruction
• Work individually to create your Metacognition on your
lear...
150
Debrief the Strategy
• CCSS:W.5.2: Write informative/explanatory
• texts to examine a topic and convey ideas and
infor...
151
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive...
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process/Fun
ction
Name or
Primitive
R...
15458
NUA NotebookNUA Notebook
Journal ReflectionJournal Reflection
National Urban Alliance for Effective Education-The Pe...
155
EACH ONE TEACH
ONE
Strategy Practice for fidelity
156
Each One Teach One
• Create partnerships A & B
• Select a lesson you plan to teach or have recently taught.
• Each per...
157
Peer Support
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
158
Peer Support Directions
• Select one image that resonates with you.
• Select either a thinking cloud (share an idea yo...
159
Debrief the Strategy
• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas
and Details.
• Explain the relationships...
160National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process
Name
Primitive
Remember…
B...
161
Carousel
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
162
Carousel Directions
• Use destiny sticks for participants to work in groups
• Use destiny sticks for strategy selectio...
163
Debrief the Strategy
• Why would you want to replicate this process in a
classroom?
163
164
Instructional Planning Time
•Use your grade level materials and
standards along with the template to
get ready for imp...
165
Connect:Connect:
National Urban Alliance for Effective
Education
33 Queens Street, Suite 100
Syosset, NY 11791
(800) N...
166
Reflection/Review Content
LINES OF
COMMUNICATION
167
Follow these steps
•Form Line A and Line B
•A shares – B listens
•Switch!
•B shares – A listens
•Shift!
Dance! Dance! ...
168
Prompts
• What will you share with one of your
colleagues who didn’t attend the NUA
Summer Institute?
• Share a strate...
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Buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt

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  • Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
  • Begin with the Flow Map of the Day – transitions into where we are now Use Explicit Strategy Instruction – new teachers only Share with BFP – Best Friend in Pedagogy – Destiny Sticks
  • Flow Map – Wholes before parts are recalled better.
  • Facebook icon
  • Food and clock graphics Music icon
  • Frame - how does amplifying student strengths increase student voice and ensure equity in the classroom?
  • Demo Lesson Priming – Key Word Prediction - Wordyl Processing – Key Word Notes and Summary with graphic representation – Work with partners already established Retaining for Mastery – Taxonomy
  • Where can we take the learner now? Open –ended questions.
  • Why do students need an oral speaking frame?
  • Why do students need an oral speaking frame?
  • Food and clock graphics Music icon
  • Create graphic representations – Insist on no words and have teachers explain their graphics Sentence Strips
  • Put your summary into a graphic – no words and explain it to your partner
  • Catch the ball – One thing your learned and want to add to your pedagogy Drop the ball or miss – Two things
  • “… like the real estate mantra of location, location, location…” – Leave No Child Behind - pg 2
  • Standard final slide
  • We want students to think critically, to be able to evaluate and make judgments, but we don’t give them the opportunity to think critically about the very thing we think is so important: their learning
  • Food and clock graphics Music icon
  • Food and clock graphics Music icon
  • Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
  • Debrief the process – Each One Teach One Introduce someone else with one of the three things you learned about them. Kagan strategy – social, communication, and builds background
  • Place little cards on the table for participants to select, share with whole group, and post on tree map. Reflection – How is what Yvette saying inform our practice?
  • Food and clock graphics Music icon
  • Standard final slide
  • We didn’t get to use this closing activity.
  • Transcript of "Buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt"

    1. 1. 1 Buffalo/NUA Partnership 3-Day Summer Institute August 2013
    2. 2. 2 Rituals engage learners. - Eric Jensen Without relationship no significant learning can take place. -Dr. James Comer WHY BUILD RELATIONSHIPS?
    3. 3. 3 Building RelationshipsBuilding Relationships • Cultural Pizza Travel Family Hobbies Music All About Me National Urban Alliance for Effective Education-The Pedagogy of Confidence
    4. 4. 44 Setting up the NotebookSetting up the Notebook National Urban Alliance for Effective Education-The Pedagogy of Confidence
    5. 5. 55 Table of ContentsTable of Contents Date Topic/StrategyDate Topic/Strategy PagePage National Urban Alliance for Effective Education-The Pedagogy of Confidence
    6. 6. 6 6 Introduction Building Relationships NUA Core Beliefs NUA Classroom Practices Instructional Assessment Break Small Group Session Flow of the DayFlow of the Day Lunch Small Group Session
    7. 7. 7National Urban Alliance for Effective Education-The Pedagogy of Confidence
    8. 8. 8 National Urban Alliance for Effective Education-The Pedagogy of Confidence
    9. 9. 9 DAY ONEDAY ONE Small Group Session National Urban Alliance for Effective Education-The Pedagogy of Confidence
    10. 10. 10 BUILDING RELATIONSHIPS Quad Sign-in and Symbol National Urban Alliance for Effective Education-The Pedagogy of Confidence
    11. 11. 11 Quad Sign-in Directions • Groups of four • Draw the Quad Sign-in Primitive on a piece of chart paper. • Draw a Symbol on a large Post It Note that shows your strength that you bring to your work. • Post it in a Quad. • Considering the group strengths, determine a name and a slogan for your group. • Introduce yourselves to the whole group. 11
    12. 12. 12 Debrief the CB • Teaching that incorporates the use of strengths optimizes the efficiency of the learning process. • Having strengths recognized produces a sense of • confidence. • Confidence releases neurotransmitters of pleasure. • The pleasure chemicals also stimulate memory”. • Pedagogy of Confidence pg. 92 • Why is knowledge of your students’ strengths important in planning your instruction? 12
    13. 13. 13 Setting up the Environment Destiny Sticks and Flow of the Day National Urban Alliance for Effective Education-The Pedagogy of Confidence
    14. 14. 14 The Walls are Talking about NUA •Symbolic Representation •Five Critical Experiences •Culture, Language, Cognition •Five Rs •HOPS •How do learners become competent and confident? •Start with student strengths! 14
    15. 15. 15 • Defining in Context w/Circle Map Expectations National Urban Alliance for Effective Education-The Pedagogy of Confidence
    16. 16. 16 Goal Setting: Expectations •Essential Question: •What are your expectations for the 3 day NUA Summer Institute? 16
    17. 17. 17 The Frame •What will you do to help realize your goals? 17
    18. 18. 18 Three Phases of the Lesson Priming Processing Retaining for Mastery National Urban Alliance for Effective Education-The Pedagogy of Confidence
    19. 19. 19 Robert Marzano says… The more vocabulary knowledge that is built, the more background knowledge can be assessed. National Urban Alliance for Effective Education-The Pedagogy of Confidence
    20. 20. 20
    21. 21. 21
    22. 22. 22 Taxonomy of words associated with ____________ A- N- B- O- C- P- D- Q- E- R- F- S- G- T- H- U- I- V- J- W- K- X- L- Y- M- Z-
    23. 23. 23 Oral Speaking FrameOral Speaking Frame I have a word to add to the taxonomy of _________________ and my word is _______________. I have some words to add to the taxonomy of __________________ and my words are ______________.
    24. 24. 24 CCSS • L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs to describe. 20
    25. 25. 25 The anchor standard for College and Career Readiness: •Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to 21
    26. 26. 26 Explicit Strategy Instruction Today I am going to teach you how to use Composing with Key Words. Composing w/Key Words is used for writing and language development. It helps students practice writing and oral language. There is no primitive for Composing w/Key Words.
    27. 27. 27 Have words! Can Write! • First, choose three words from your taxonomy that resonate with you. • Then, create a sentence using all three words (NOT three sentences!) • Place sentences on white paper and get ready to share with the whole group. • Examine sentence with a partner. What makes this a good sentence? • Share sentences and post near taxonomy. 23
    28. 28. 28 Oral Speaking Frame Here are my words… This is my sentence…
    29. 29. 29 Debrief the strategies • How are these two strategies helpful in designing coherent instruction? • CCSS: L.2.4 (a): Use sentence-level context as a clue to the meaning of a word or phrase. • How will Composing with Key Words help students clarify meaning? 25
    30. 30. 30 Why NUA uses the Oral Speaking Frames: • CCSS L.2.6: Presentation of Knowledge and Ideas – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. • How might underachieving students benefit from using an oral speaking frame? • Create your own frames to suit your purposes. 26
    31. 31. 31 NUA Explicit Strategy Instruction 17 •Today I’m going to teach to you how to use a Key Word Notes. •A Taxonomy is used for developing reading comprehension. •It is also used for summarizing •This is the way you draw the primitive...
    32. 32. 32 Key Word Notes Primitive • Key Word Notes 1 2 3 4 5
    33. 33. 33 Key Word Notes Directions • Work in pairs using individual Key Word Notes form. • Everyone reads designated piece of text individually, silently. • Select 3-4 words as memory aids, writes in Box 1. • Partners tell each other what words they selected and why. • Repeat steps 2-4, completing all segments, using boxes 2, 3, and 4. • Texts face down, use your Key Words to write summary in box 5.
    34. 34. 34 Related Learning Principles • Choice enhances learning and contributes to positive attitudes. • Comprehension is reinforced and enhanced by adequate processing time. • Bursts of concentrated attention are better than continuous attention. • Articulating what one has learned reinforces the learning. • Learning is enhanced when students read, listen, speak, and write. • Meaningful repetition cements learning
    35. 35. 35 Debrief the Strategy • CCSS: R.I.5.2 – Reading Informational Text: Key Ideas and Details. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. • Why might repeated use of Key Word Notes increase how your students process and construct meaning of text?
    36. 36. 36 National Urban Alliance for Effective Education-The Pedagogy of Confidence
    37. 37. National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process or Function Name or Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source Building relationships Active Listening Community Builder Use often Priming NUA, Kagan, and others Vocabulary Development A Taxonomy B C Each letter can have more than one word. Priming Writing as Learning,Rothstein and Lauber Reading comprehension summarization Key Word Notes Choose 3 -4 words Processing Thinking Strategies, Nessel Organization Note taking NUA Notebook Skip 5+ pages to grow table of contents Priming Writing as Learning,Rothstein and Lauber
    38. 38. EACH ONE TEACH ONE Strategy Practice for fidelity
    39. 39. 39 •New strategy, old information. •The brain will not, does not, and cannot learn two new things at the same time—new strategy, old information. 28
    40. 40. 40 Each One Teach One • Create partnerships A & B • Select content you plan to teach or have recently taught. • Each team selects a strategy they will teach another team. • Decide who will teach first. • Introduce the the lesson and strategy using the NUA explicit strategy instruction. • When both teams have finished teaching, post the evidence and artifacts of learning. • 29
    41. 41. 41 •Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
    42. 42. 42 • It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly (Gay, 2000). Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
    43. 43. 43 •As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000; Hollins, 1996; Kleinfeld, 1975; Ladson-Billings, 1994, 1995). Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
    44. 44. 44 Culturally Responsive Teaching Validating Empowering Transformative Comprehensive Create a graphic representation for your piece of text
    45. 45. 45 Culture is anything that is relevant and meaningful to you. NUA • You will become an expert on one of the 6 characteristics of Culturally Responsive Teaching (Geneva Gay and Gloria Ladson-Billings). • Study your Expert Card. • Create a symbolic representation, a graphic that represents your characteristic. • Select a popular song that best expresses its “essence” of your Culturally Responsive Teaching characteristic. • Present your group’s graphic and the song you have selected. • You have 3 minutes of protected reading time; 8 minutes to discuss and create graphic. 5 minutes to caucus on song and performance, 1 minute to perform. • Post your work. 57
    46. 46. 46 Learners acquire and store knowledge in two primary ways: linguistic (by reading or hearing lectures), and nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth). The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned. (Marzano, Pickering, & Pollock, 2001) 31
    47. 47. 47 Final Reflection Ball Toss 33 Which strategies will you add to your pedagogy and why?
    48. 48. 48 DAY TWODAY TWO Small Group Session National Urban Alliance for Effective Education-The Pedagogy of Confidence
    49. 49. 49 “HONEY I LOVE…” Community Builder National Urban Alliance for Effective Education-The Pedagogy of Confidence
    50. 50. 50 He says, "relationships, relationships, relationships!" National Urban Alliance for Effective Education-The Pedagogy of Confidence Honey I love… James Comer
    51. 51. 51 Honey I Love… • Consider the work of a researcher that you apply to your beliefs, practices, and instruction • Use the frame to share what you love about their work • Honey I love _______________ He/She says… • Wait for the music to mix, mingle, and share National Urban Alliance for Effective Education-The Pedagogy of Confidence
    52. 52. Text-based discussionText-based discussion National Urban Alliance for Effective Education-The Pedagogy of Confidence
    53. 53. 53 High Operational Practices (HOP)High Operational Practices (HOP) PEDAGOGY of CONFIDENCE 1. Identifying and Activating Strengths 2. Building Relationships 3. Nurturing High Intellectual Performances 4. Providing Enrichment Experiences 5. Incorporating Prerequisites for Learning 6. Situating Learning in the Lives of the Students 7. Amplifying Student Voice
    54. 54. 54 W3’s Direction • Create a two-page spread in their notebooks. • Fold the odd numbered page in half. • Title the even numbered page “What I Read”. • Title the left side of the odd numbered page “What’s in My Head”. • Title the right side of the odd numbered page “What My Neighbor Said”. • Form partnerships. • Read the selected text for 2 minutes. • Share their notes with their partner for 2 minutes. • Note connections to what that their partner said in the “What My Neighbor Said” column. 54
    55. 55. 55 National Urban Alliance for Effective Education-The Pedagogy of Confidence
    56. 56. 56Eyka Stephens, NUA Mentor Explicit Teaching of Thinking Maps: All About Me
    57. 57. Explicit Teaching of Thinking Maps: All About Me
    58. 58. Circle Map Define in Context
    59. 59. Circle Map Define in Context Lisa
    60. 60. Circle Map Define in Context Lisa
    61. 61. Circle Map Define in Context Lisa Dog grandma daughter gardener teacher author mom fisherwoman NUA Mentor
    62. 62. Circle Map Define in Context Lisa Dog grandma daughter gardener teacher author mom fisherwoman NUA Mentor
    63. 63. Circle Map Define in Context Lisa Dog grandma daughter gardener teacher author mom fisherwoman NUA Mentor What makes me who I am?
    64. 64. Circle Map Define in Context Lisa gardener daughter author fisherwoman teacher NUA Mentor What makes me who I am? super family mom Dog grandma love of children lifelong learnerexperiences adventurous spirit
    65. 65. Circle Map Function Remember • Define in context • Gets ideas down • Activates prior and experiential knowledge • Priming Write then draw Accept responses Self-correct later Define concept Frame
    66. 66. Bubble Map Describe
    67. 67. Lisa Bubble Map Describe
    68. 68. Lisa DescribeBubble Map
    69. 69. Lisa faithful Bubble Map Describe
    70. 70. Lisa faithful DescribeBubble Map
    71. 71. Lisa faithful Bubble Map Describe
    72. 72. Lisa faithful meticulous DescribeBubble Map
    73. 73. Lisa faithful meticulous DescribeBubble Map
    74. 74. Lisa faithful meticulous dependa ble Bubble Map Describe
    75. 75. Lisa faithful meticulous dependable DescribeBubble Map
    76. 76. Lisa faithful meticulous dependable Bubble Map Describe
    77. 77. Lisa faithful meticulous dependable sensitive Bubble Map Describe
    78. 78. Lisa faithful meticulous dependable sensitive DescribeBubble Map
    79. 79. dependable meticuloussensitive faithful Lisa Bubble Map Describe
    80. 80. Bubble Map Function Remember • Describe • Processing Write then draw Adjectives Adjective phrases Use “is” Frame
    81. 81. Double-Bubble Map Compare and Contrast
    82. 82. Lisa Lisa Double-Bubble Map Compare and Contrast
    83. 83. Lisa Lisa Double-Bubble Map Compare and Contrast
    84. 84. Lisa Lisa shellers moms love music Double-Bubble Map Compare and Contrast
    85. 85. Lisa Lisa shellers moms love music Double-Bubble Map Compare and Contrast
    86. 86. Lisa Lisa shellers moms love music 3 kids lives in Austin very political travel frequently Double-Bubble Map Compare and Contrast
    87. 87. Lisa Lisa shellers moms love music 3 kids lives in Austin very political travel frequently Double-Bubble Map Compare and Contrast
    88. 88. Lisa Lisa shellers moms love music 3 kids lives in Austin very political travel frequently Double-Bubble Map Compare and Contrast
    89. 89. Double-Bubble Map Function Remember • Compare and Contrast • Processing Write then draw Color Code Similarities in center Differences on outside edges Not a one-to-one correspondence Frame
    90. 90. Tree Map Categorize
    91. 91. Tree Map Categorize
    92. 92. Tree Map Categorize
    93. 93. Tree Map Categorize
    94. 94. Lisa’s Strengths Tree Map Categorize
    95. 95. Lisa’s Strengths Funloving Detail Oriented Earth Friendly Risk Taker Tree Map Categorize
    96. 96. Lisa’s Strengths loves to Laugh talks to strangers editor/aut hor NO GMOs!! gardener fast cars play hard parachut ing Tree Map Categorize Funloving Detail Oriented Earth Friendly Risk Taker
    97. 97. Tree Map Function Remember • Categorize • Processing “T” top; “T” drop; “T” stop Title No limit on branches Frame
    98. 98. 98 National Urban Alliance for Effective Education-The Pedagogy of Confidence
    99. 99. 99Eyka Stephens, NUA Mentor Explicit Teaching of Thinking Maps: All About Me
    100. 100. Bridge Map Shows Relationships
    101. 101. as as Bridge Map Shows Relationships Relating Factor:
    102. 102. as as Bridge Map Shows Relationships Relating Factor: Loves
    103. 103. as as Bridge Map Shows Relationships Relating Factor: Loves Lisa Family
    104. 104. as as Bridge Map Shows Relationships Relating Factor: Loves Lisa Family Teacher Students
    105. 105. as as Bridge Map Shows Relationships Relating Factor: Loves Lisa Family Teacher Students Principal Faculty and Staff
    106. 106. Bridge Map Function Remember • Show relationships • Processing Relating factor Sentence form Unlimited responses Frame
    107. 107. Multi-Flow Map Cause/Effect
    108. 108. I have improved in my judiciousness. Multi-Flow Map Cause/Effect
    109. 109. I have improved in my judiciousness. Cause/EffectMulti-Flow Map
    110. 110. I have improved in my judiciousness. time energy level maturation priorities Multi-Flow Map Cause/Effect
    111. 111. I have improved in my judiciousness. time energy level maturation priorities Cause/EffectMulti-Flow Map
    112. 112. I have improved in my judiciousness. time energy level maturation priorities Multi-Flow Map Cause/Effect
    113. 113. I have improved in my judiciousness. time energy level maturation priorities think before speaking creative bursts confidence improved pensive Cause/EffectMulti-Flow Map
    114. 114. I have improved in my judiciousness. time energy level maturation priorities think before speaking creative bursts confidence improved pensive Cause/EffectMulti-Flow Map
    115. 115. Multi-Flow Map Cause/Effect I have improved in my judiciousness. time energy level maturation priorities think before speaking creative bursts confidence improved pensive
    116. 116. Multi-Flow Map Function Remember • Show cause and effect • Processing Event in center Causes on left- arrows toward event Effects on right- arrows from event towards effects May use event and either cause or effect Frame
    117. 117. Flow Map Sequence
    118. 118. Flow Map Sequence
    119. 119. Flow Map Sequence Lisa’s Yesterday
    120. 120. Flow Map Sequence Morning Afternoon Evening Lisa’s Yesterday
    121. 121. Flow Map Sequence Morning Afternoon Evening Showered and dressed Had breakfast To Airport On Plane Lisa’s Yesterday
    122. 122. Flow Map Sequence Morning Afternoon Evening Showered and dressed Had breakfast To Airport On Plane At airports In Plane Lisa’s Yesterday
    123. 123. Flow Map Sequence Morning Afternoon Evening Showered and dressed Had breakfast To Airport On Plane At airports In Plane Arrived at destination Had Supper Wrote report Showered and to bed Lisa’s Yesterday
    124. 124. Flow Map Function Remember • Sequence • Processing No Limit on boxes Main events in large boxes Details in small boxes Use arrows for both large and small boxes Frame
    125. 125. Brace Map Whole to Part
    126. 126. Brace Map Whole to Part Lisa’s Garden
    127. 127. Brace Map Whole to Part Lisa’s Garden One Acre Plot
    128. 128. Brace Map Whole to Part Lisa’s Garden One Acre Plot
    129. 129. Brace Map Whole to Part Lisa’s Garden One Acre Plot Prepared Rows Seeds Stakes and Poles Water and Sunlight
    130. 130. Brace Map Whole to Part Lisa’s Garden One Acre Plot Prepared Rows Seeds Stakes and Poles Water and Sunlight Fertilizer Ridges Holes
    131. 131. Brace Map Function Remember • Analyze • Whole to Part • Processing Physical Object Brackets Can go as deeply as desired Frame
    132. 132. National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process or Function Name or Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source Defining in context Circle Map Write then draw the second circle Priming Thinking Maps, Inc Describing Bubble Map Use Adjectives or adjective phrases Processing Thinking Maps, Inc Cause and Effect Double Bubble Use colors Pay attention to arrows Processing Thinking Maps, Inc Categorizing Tree Map Type of... T Top, T Drop T Stop Processing Thinking Maps, Inc
    133. 133. National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process or Function Name or Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source Analogies Bridge Like and As Processing Thinking Maps, Inc Cause and Effect Multi-Flow Use colors Pay attention to arrows Processing Thinking Maps, Inc Sequencing Flow Subcategories Processing Thinking Maps, Inc Part to Whole Reasoning Brace Physical objects Processing Thinking Maps, Inc
    134. 134. 134 EACH ONE TEACH ONE Strategy Practice for fidelity
    135. 135. 135 Each One, Teach One • Each person selects a strategy they will teach their partner • Partner A - Select student text... Based on your text, which • Thinking Map will you create and why? Introduce the strategy using the NUA explicit strategy instruction. • Post completed Thinking Map. • Partner B – Using the same text and the Thinking Map created by Partner A – Introduce another Thinking Map using the explicit strategy instruction and take your partner though the steps. • Post Thinking Map. • Gallery Walk posted Thinking Maps with an eye for 135
    136. 136. 136 Final Reflection Concentric Circles A A A A B B B B B B B B B B B B B B A A A A A
    137. 137. 137 • Letter off A-B • “A”s form a circle facing outward • “B”s form an outer circle (facing an “A”) • Facilitator displays discussion prompt • “A”s respond to prompt first…“B”s, listen only • At the signal, facilitator says, “Switch!” • “B”s respond to the same prompt…“A”s, listen only. • At the signal, facilitator says, “Shift!” • Listen carefully for which circle will shift and in which direction! • Have fun reflecting!!!!
    138. 138. 138 Discussion Prompts •Which of the Core Beliefs have we addressed? •Which NUA Classroom Practices have been addressed up to this point? • Classroom Climate • Student Motivation and Engagement • Self-Directed Learning • Culturally Responsive Teaching • High Intellectual Performances
    139. 139. 139 DAY THREEDAY THREE Small Group Session National Urban Alliance for Effective Education-The Pedagogy of Confidence
    140. 140. 140 HOW ARE YOU BUILDING RELATIONSHIPS DAILY? National Urban Alliance for Effective Education-The Pedagogy of Confidence A large percentage of students report a sense of alienation from school, believing that no one cares for them there (Jenson, 2009). More than ever, the old axiom “students don’t care what you know, until they know you care” sums up the reality of reaching many of today’s students.
    141. 141. 141 Building Relationships National Urban Alliance for Effective Education-The Pedagogy of Confidence Give One Get One 1. 2. 3.
    142. 142. 142 Give One, Get One • Use the “Give One, Get One” handout. • What is unique about you? • Individually, write your responses in boxes 1, 2, and 3 until the “Give One” column is full. Everyone stand and wait for the signal. • When the music starts, mix and mingle. When the music stops, find a partner to share your “Give One” boxes. Write the name of the person who shared the information with you. • Repeat for two more rotations • Return to your table and share the ideas from the “Get One” column. 74
    143. 143. 143 Four Square Writing National Urban Alliance for Effective Education-The Pedagogy of Confidence
    144. 144. 14452 Pre-metacognitive statement In order for students to be Fantastic writers, they need ....?
    145. 145. 14553 Writing Development Sentence Stretchers 1 When 2 Determine r 3 Adjective 4 Animal 5 Verb of Locomotion 6 Adverb 7 Where 8 Punctuation 6 When 4 Determine r 3 Adjective 1 Animal 2 Verb 5 Adverb 7 Where 8 Punctuation
    146. 146. 146 Text-based Discussion Punctuate Your Thoughts • Protected Reading Time - review the text. • Use the following symbols to mark your text: ! = new learning /an “Aha!” + = something that you agree with - = something you disagree with ? = something that you have a question about 54
    147. 147. 147 Debrief article and protocol • CCSS: RI.3.6: Distinguish their own point of • view from that of the author of a text. • What specific elements of Punctuate Your Thoughts assist students in sharing their point of view and the author’s point of view? • Share a few thoughts and ideas about the article. • One Minute Highlights 147
    148. 148. 148 Metacognition Frame I know that I know something about ___________. First,__________________________________. Second,_________________________________. In addition,______________________________. Finally, _________________________________. Now you know something that I know about ______. National Urban Alliance for Effective Education-The Pedagogy of Confidence
    149. 149. 149 Metacognition • Begin with explicit strategy instruction • Work individually to create your Metacognition on your learning from today including Culturally Responsive Teaching, NUA Classroom Practices, Priming, Processing, and Retaining for Mastery, or any of the strategies • Share with a partner • Use destiny sticks - individuals share with the whole group. 149
    150. 150. 150 Debrief the Strategy • CCSS:W.5.2: Write informative/explanatory • texts to examine a topic and convey ideas and information clearly. • How can you use Metacognition in Science, Math, SS, P.E, etc? 150
    151. 151. 151 National Urban Alliance for Effective Education-The Pedagogy of Confidence
    152. 152. National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process or Function Name or Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source Evaluation, Retaining for Mastery Ball Toss A ball can be make from paper and tape. Retaining for Mastery NUA, and others Writing development Sentence Stretcher Edit the verb Processing Writing as Learning, Rothstein and Lauber Writing 4 Square Writing Expanded, deeper writing possible Processing Judith S. Gould and Evan Jay
    153. 153. National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process/Fun ction Name or Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source Processing text ?!+_ Share the air time Processing NUA Transfer of Learning Each One Teach One Have fun and repeat often Processing Retaining for Mastery Summarization Metacognition Can be further developed into deeper writing Retaining for Master Writing as Learning, Rothstein and Lauber p48-51 Constructing meaning Reflection Allow reflection time often Processing Teaching with the Brain in Mind Eric Jensen
    154. 154. 15458 NUA NotebookNUA Notebook Journal ReflectionJournal Reflection National Urban Alliance for Effective Education-The Pedagogy of Confidence Reflect, synthesize and write about your learning up to this point.
    155. 155. 155 EACH ONE TEACH ONE Strategy Practice for fidelity
    156. 156. 156 Each One Teach One • Create partnerships A & B • Select a lesson you plan to teach or have recently taught. • Each person selects a different strategy they will teach their partner. • Decide who will teach first, A or B. • Introduce the the lesson and strategy using the NUA explicit strategy instruction. • When both partners have finished teaching, post the evidence and artifacts of learning. • 87
    157. 157. 157 Peer Support National Urban Alliance for Effective Education-The Pedagogy of Confidence
    158. 158. 158 Peer Support Directions • Select one image that resonates with you. • Select either a thinking cloud (share an idea your image is thinking) or a speech balloon (share something that your image is saying to another image or audience). • Post images with clouds or balloons in your NUA notebook. • Share with your table. • Using our Three Day Institute as the content, select another image to convey a message to the whole group. • Post images with clouds or balloons around the room. • Gallery walk to view all posted images 158
    159. 159. 159 Debrief the Strategy • CCSS: RI.5.3. – Reading: Informational Text: Key Ideas and Details. • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text. • How will peer support help students be more engaged with non-fiction text? 159
    160. 160. 160National Urban Alliance for Effective Education-The Pedagogy of Confidence Cognitive Process Name Primitive Remember… Best Use Priming, Processing Retaining for Mastery Source
    161. 161. 161 Carousel National Urban Alliance for Effective Education-The Pedagogy of Confidence
    162. 162. 162 Carousel Directions • Use destiny sticks for participants to work in groups • Use destiny sticks for strategy selection for each group • Each group will create charts and examples of their strategy to post in a carousel. • The participants will use their Strategy Review Chart to check for fidelity. • Use post-it notes as reminders and affirmations. 162
    163. 163. 163 Debrief the Strategy • Why would you want to replicate this process in a classroom? 163
    164. 164. 164 Instructional Planning Time •Use your grade level materials and standards along with the template to get ready for implementation of NUA strategies from Day One of school. 164
    165. 165. 165 Connect:Connect: National Urban Alliance for Effective Education 33 Queens Street, Suite 100 Syosset, NY 11791 (800) NUA-4556 (516) 802-4192 www.nuatc.org E_stephens@nuatc.org National Urban Alliance for Effective Education-The Pedagogy of Confidence
    166. 166. 166 Reflection/Review Content LINES OF COMMUNICATION
    167. 167. 167 Follow these steps •Form Line A and Line B •A shares – B listens •Switch! •B shares – A listens •Shift! Dance! Dance! Dance!
    168. 168. 168 Prompts • What will you share with one of your colleagues who didn’t attend the NUA Summer Institute? • Share a strategy that you want to see implemented in every grade. Why? • Share one practice that you want to implement in your classroom during the afternoon. Why?
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