Teacher Connect Slide Share Version

Session 1 Teacher Connect

Teacher CONNECT Session 1- Minds On!
Design a name tag from cardstock. Please include the following:
Your name in the middle
Teaching assignment in the top left corner
School name in top right corner
Best advice about teaching you’ve received across the bottom of your name tag
What you hope to get from Teacher CONNECT on the back of your name tag

Housekeeping
Daily Schedule
Phone Use
Water Cooler
Breaks/Lunch
Washroom location

Sociograms Group your self according to…
Your favourite season
How you drink your coffee
Your pets
Your shoes
Your family
Your style of learning
What you do after work hours
Your sleeping habits

Teacher CONNECT
C – Creating
O – Opportunities
and
N – New
N – Networks
for
E – Experiencing
C – Collaboration
and
T - Teaching

Question Board

How will this program help me?
Provide support and professional development through your first year of teaching
Board and school orientation
Mentoring from an experienced teacher

What is My Role?
Being open to new ideas and to the exchange of information
Reflecting on practice and being willing to take risks and learn from others
Being aware of and identifying your own professional needs
Working respectfully with your mentor and colleagues

Today….
Building our Community
Getting to Know our Learners
Assessment and Learning
Building Classroom Communities
Developing the Learner Profile
Links to Learning
Strategies/Tools/Inspiration

Classroom CONNECT ions Activating prior knowledge, time on task, link to previous learning, formative assessment Minds on! Use in Classroom Teaching Strategy

Teacher CONNECT Norms Effective Learning Community Behaviours
In groups of 5, think about our adult learning community. What does this look like, sound like and feel like? Record your thoughts on chart paper.
Feel like Sound like Look like

Group Norms

Learning Community Behaviours
How would you develop an effective learning community in your classroom?
What are some of the considerations you need to think about as you develop learning community norms with your class?

Core Beliefs Graffiti Graffiti graffiti graffiti Graffiti

Daily Physical Activity Healthy Body…Healthy Mind…Healthy Students
Background and Overview of DPA

Benefits of Daily Physical Activity
“ . . . studies generally support the suggestion from cross-sectional data that academic performance is maintained or even enhanced by an increase in a student’s level of habitual physical activity, despite a reduction in curricular or free time for the study of academic material .”
Roy J. Shephard,“Curricular Physical Activity and Academic Performance”, Pediatric Exercise Science 9 (1997), p. 119.

Resources: Ministry Documents

Resource: DPA Cards
Located in First Class under Daily Physical Activity
Divided into divisions
Divided into venues within divisions
This year: print copies to all teachers

DPA: Primary Active Walk and Talk

Assessment vs. Evaluation
Purpose: to improve student learning
Identify strengths and learning needs
Monitor progress
Provide feedback
Inform instruction
Provide data for evaluation
Purpose: to assign a value to student achievement
Recording performance for tracking of achievement
Identifying student placement on a continuum of learning
Making decisions

Types of Assessments Diagnostic Formative Summative

Approaches to Assessment

Assessment for Learning: Where are you? Starting Points for Assessment and Evaluation A Diagnostic Assessment using CPS

Emphasis on Assessment

Is there evidence that improving assessment for learning improves student achievement?

… an unequivocal YES …

Assessment for Learning: Feedback

Numerical score; Right/wrong; Anecdotal feedback; No grade necessary for formative tasks Assessment for Learning: Feedback

Students who are given comments only – rather than marks or marks and comments – make more gains in achievement and feel more positive about the experience (Butler, 1998).

Quality Feedback to Improve Learning
Specific (based on criteria)
Timely (on-going)
Descriptive, focused
Multiple opportunities for practice and quality feedback

General (“need more practice”) Identify what is done well, what needs improvement, and how to get there Specific, Focused Assessment for Learning: Feedback

Task: You have been hired to write a speech defending a position on a significant, current social issue.

Some of your paragraphs should be more logically organized. For example, in paragraph 2… You have a very good understanding of the facts surrounding your issue. Identify what is done well Identify what needs improvement

Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech. Tell them how…

It informs teachers about their instructional approach and next steps. Six of my students struggled with effective paragraphs. They need a mini-lesson on paragraph structure…

“ Research indicates that oral feedback is more effective than written feedback, particularly for low-achieving, at-risk students.” (James, McCormick, & William,(n.d.). Leading Math Success , p 50 )

Little or no follow-up Opportunities for students to respond to comments Assessment for Learning: Feedback

Effective feedback:
is anecdotal
is specific and focused
includes opportunities for improvement and follow-up
Assessment for Learning: Feedback

Feedback Activity
Identify what is done well
State in non-evaluative terms what needs improvement
State in concrete terms how to improve.

Feedback Placemat
Choose a writing sample (P/J/I)
Review the learning activity.
Examine the student response and the teacher notes.
Divide the chart paper into as many sections as there are people.
Individually, record feedback suggestions on the placemat. Include the 3 part feedback: What was done well, what needs improvement and how to improve it.
Share
Choose a quality feedback statement and write in the centre of your page.

Thinking Map
On the chart paper provided, represent an ideal classroom using words, pictures, charts, symbols, etc….

Key Idea
The teacher is responsible for organizing a well-managed classroom where students are engaged in learning…

Characteristics of a Well-Managed Classroom
Students are deeply involved with their work, especially with academic, teacher-led instruction.
Students know what is expected of them and are generally successful.
There is relatively little wasted time, confusion or disruption.
The climate of the classroom is work-oriented but relaxed and pleasant.

Building Classroom Community
The classroom environment should:
Foster mutual respect
Promote independence
Have established routines, procedures, and celebrations to foster a community of learners
Have student-generated materials posted
Promote shared decision-making and problem-solving

Physical Environment
Floor space
Work area
Student area
Storage
Teacher Area
Wall space

What do you notice?

What’s on the Walls?
Word walls (accessible to students)
Anchor charts, exemplars
Student work
Graphic organizers
Strategies
Inspirational pieces

Non-exemplary word wall

Exemplary word wall

Home-School Connection
Think-Pair-Share
How will you establish and maintain communication with parents? What form will this take? How often will you communicate with parents?

Initial Contact with Parents
Introduce yourself
Say something positive about the child
Discuss the classroom standards
Ask about any special needs of the child
Briefly describe the highlights of the curriculum
Emphasize that you and the parent are partners in their child’s learning

What’s My Number?

Adapt for Learning Preferences
Read the Learning Preferences Matrix.
Highlight the squares that best describe you as a learner.
When everyone in your group has finished highlighting, take turns sharing your learning preference.
Any surprises?

Guiding Questions
What did you learn about yourself by completing this survey?
What could you learn about your students by having them complete a similar survey?
How would these survey results impact your instructional strategies? Your assessment strategies?
How does a teacher’s own learning preference impact on instructional choices for process and product?

“ In differentiated classrooms, teachers begin [teaching] where students are, not at the front of a curriculum guide.” Teachers in differentiated classrooms are students of their students. Tomlinson , The Differentiated Classroom, 2000

Differentiated Instruction Means Recognizing Differences
There are no two students who learn at the same pace.
There are no two students who solve problems in exactly the same way.
There are no two students who have the same interests.
There are no two students who have learned the same skills.

Knowing the Whole Child – Other Kinds of Data…
Family Data
Student Self-Assessment
Preferred Learning Styles Data
Multiple Intelligences
Socio-Affective data

Diagnostic Assessments
DRA
CASI
DIBELS/Marie Clay
Alpha Jeunes

Student Profile
Reading Record Data
Writing Samples
Interest Inventory
Learning Preferences Profile
Classroom Observations

Learning Styles
Try one out
Multiple Intelligences
Learning modalities
Sternberg
Discuss
Guiding Questions
Jigsaw

Guiding Questions

What did you learn about yourself by completing this survey?
What could you learn about your students by having them complete a similar survey?
How would these survey results impact your instructional strategies? Your assessment strategies?
How does a teacher’s own learning preference impact on instructional choices for process and product?

Planning with Profile Information
What would the most powerful teaching points be for this student? What does the the child need to learn next? (Context)
How will this child learn this content best? (e.g., group size, instructional strategy, text choices)
How will the child demonstrate learning? (e.g., reading record, reading response)

Resources and Supports
Teacher CONNECT link on board website
Binder – ISF, Classroom CONNECTions
Books – Jones, Wong
Mentors – formal, informal
LNSTs, Teacher Consultants
First Class Conference – CONNECT 2008
Thumbnail Sketches
Wiki

Links to Learning
Using our Teacher CONNECT wiki to access resources, share ideas, etc…..
http://gecdsbconnect.wikispaces.com

Question Board

For next time….
Choose at least one student profile tool and use it with your class
Bring a sample of a home school connection – newsletter, calendar, webpage, agenda, phone call record sheet, etc to the October session
Read a section of your choice from Jones OR Wong and be prepared to share your reflections
Check out our Wiki!

Ten Top Things They Didn’t Teach in Teacher’s College

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Teacher Connect Slide Share Version

by Sharon Seslija on Sep 16, 2008

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