NLI 2017 - Suzhou, China

New Literacies Teacher Leader Institute
2017

Digging Deeper: Unpacking the SNA Teaching,
Learning, & Technology Framework
Dr. Hiller A. Spires
Distinguished Graduate Professor
North Carolina State University

Digging Deeper: Unpacking the SNA Teaching,
Learning, & Technology Framework
Syllabus Guidelines and Template
Dr. Alison Schleede
Academic Principal
Suzhou North America High School

SNA: A Year in Review
Dr. Alison Schleede

David Schwenker
Principal
Wake STEM Early College High School
August 22, 2017

PBI Global Student Summit at SNA
• Projected Dates: May 28-30, 2018
• SNA students collaborate with Wake
STEM ECHS students to conduct a PBI
Global on site at SNA.
• International leaders will be invited to the
PBI Global Showcase on May 30.

State of the School
Mr. Bintai Wang
Mr. Guorong Liu
Dr. Lisa Wang

Taking SNA from Good to Great
August 22, 2017

SNA: From Good to Great
Greatness is not a function of circumstance. Greatness, it turns
out, is largely a matter of conscious choice, and discipline.
- Jim Collins
Adapted from JIM’S GOOD TO GREAT OVERVIEW POWERPOINT DEVELOPED BY JIM COLLINS. © 2014 BY JIM COLLINS. ALL RIGHTS RESERVED.

Overview of Key Concepts
Good to Great and
the Social Sectors
by
Jim Collins

The “Good to Great” Formula
1. Cultivate top talent
2. Engage in intentional thought
3. Take intentional action
4. Make “greatness” endure over time
Four Key Stages

Stage 1: Cultivate top talent
• Select effective people who demonstrate
personal humility and professional will
– Get the right people “on the bus.”
– Do not allow people to stay “on the bus” if
they do not have the right traits.

Stage 2: Engage in intentional thought
• Face the brutal facts about your organization
• Have the faith to believe you will survive and
thrive
• Answer three pivotal questions:
1. What is SNA deeply passionate about?
2. What can SNA be the best in the world at?
3. What best drives SNA’s economic or resource
engine?

Stage 3:Take intentional action
Stick to the Hedgehog Elements
Resource Engine
Best AtPassion
• Power and success builds slowly at first and then
increasing momentum over time

Stage 4: Build greatness to last
• Longevity of great organizations is related to
clear and consistent organizational structures.
• Long-lasting organizations implement strategies
to stimulate organizational progress.
• Lasting organizations are based on consistent
core values yet relentlessly assess themselves to
adapt to an ever-changing world.

Work Session
• Revisit the action items from the SNA Good to
Great Memo (February 2017).
• Analyze your progress to date.

Teachers Working Conditions Survey
August 22, 2017

Results from the NC Teachers Working
Conditions Survey
NC Teachers Working Conditions Survey
• Conducted annually for all teachers in North Carolina
• Surveyed more than 1.5M teachers across 18 states
• Validity and reliability established over 9 years
• Adapted and administered for SNA Teachers June 2017
• All responses are anonymous and confidential

Teacher Survey Participation
Out of 30 teachers, 15 completed the survey.

Use of Time
Strongly
Disagree
Disagree Agree Strongly
Agree
Teachers have time
available to collaborate
with colleagues.
3
12.0%
7
28.0%
11
44.0%
4
16.0%
Efforts are made to
minimize the amount of
routine paperwork teachers
are required to do.
6
25.0%
2
8.3%
10
41.7%
6
25.0%
The non-instructional time
provided for teachers in my
school is sufficient.
6
26.1%
8
34.8%
5
21.7%
4
17.4%
Teachers are protected
from duties that interfere
with their essential role of
educating students.
11
45.8%
6
25.0%
5
20.8%
2
8.3%

Facilities and Resources
Strongly
Disagree
Agree
Teachers have sufficient
access to instructional
technology, including
computers, devices,
printers, software and
internet access.
2
9.1%
4
18.2%
12
54.5%
4
18.2%
The school environment is
clean and well maintained.
0
0.0%
2
9.1%
15
68.2%
5
22.7%
The physical environment
of classrooms in this school
supports teaching and
learning.
3
13.6%
3
13.6%
14
63.6%
2
9.1%

Managing Student Conduct
Strongly
Disagree
Agree
Don’t
Know
Students at this school
understand
expectations for their
conduct.
4
21.1%
8
42.1%
5
26.3%
2
10.5%
0
0.0%
Policies and procedures
about student conduct
are clearly understood
by the faculty.
4
21.1%
6
31.6%
7
36.8%
0
0.0%
2
10.5%
The faculty work in a
school environment
that is safe.
2
10.0%
1
5.0%
12
60.0%
5
25.0%
0
0.0%

Teacher Leadership
Strongly
Disagree
Agree
Don’t
Know
Teachers are recognized
as educational experts.
4
21.1%
7
36.8%
5
26.3%
2
10.5%
1
5.3%
Teachers are trusted to
make sound professional
decisions about
instruction.
4
21.1%
3
15.8%
8
42.1%
4
21.1%
0
0.0%
Teachers are encouraged
to participate in school
leadership roles.
6
31.6%
5
26.3%
4
21.1%
3
15.8%
1
5.3%
The faculty has an
effective process for
making group decisions
to solve problems.
7
36.8%
4
21.1%
6
31.6%
1
5.3%
1
5.3%

Teacher Leadership
Indicate the role teachers have at your school in each of the following
areas.
No role at
all
Small role Moderate
role
Large role Don’t
know
Devising teaching
techniques
3
15.8%
2
10.5%
3
15.8%
9
47.4%
2
10.5%
Determining the
content of in-service
professional
development programs
6
31.6%
2
10.5%
5
26.3%
4
21.1%
2
10.5%
The selection of
teachers new to this
school
13
68.4%
1
5.3%
3
15.8%
1
5.3%
1
5.3%
School improvement
planning
8
42.1%
6
31.6%
3
15.8%
1
5.3%
1
5.3%

School Leadership
Strongly
Disagree
Agree
Don’t
Know
The faculty and staff have a
shared vision.
5
27.8%
5
27.8%
5
27.8%
1
5.6%
2
11.1%
There is an atmosphere of trust
and mutual respect in this
school.
5
27.8%
8
44.4%
4
22.2%
1
5.6%
0
0.0%
Teachers feel comfortable
raising issues and concerns that
are important to them.
7
38.9%
4
22.2%
3
16.7%
4
22.2%
0
0.0%
The school leadership
consistently supports teachers.
7
38.9%
5
27.8%
4
22.2%
1
5.6%
1
5.6%
Teachers receive feedback that
can help them improve
teaching.
5
27.8%
6
33.3%
5
27.8%
1
5.6%
1
5.6%
The faculty are recognized for
accomplishments.
2
11.1%
3
16.7%
11
61.1%
2
11.1%
0
0.0%

School Leadership
The school leadership makes a sustained effort to address teacher
concerns about:
Strongly
Disagree
Agree
Don’t
Know
The use of time in my
school
6
33.3%
6
33.3%
4
22.2%
2
11.1%
0
0.0%
Professional
development
5
27.8%
4
22.2%
6
33.3%
2
11.1%
1
5.6%
New teacher support 6
33.3%
5
27.8%
5
27.8%
2
11.1%
0
0.0%

Professional Development
Strongly
Disagree
Agree
Don’t
Know
An appropriate amount of
time is provided for
professional development.
3
18.8%
7
43.8%
4
25.0%
2
12.5%
0
0.0%
Professional development is
differentiated to meet the
individual needs of
teachers.
6
37.5%
4
25.0%
3
18.8%
1
6.3%
2
12.5%
Professional development
enhances teachers’ ability
to implement instructional
strategies that meet diverse
student learning needs.
3
18.8%
4
25.0%
8
50.0%
1
6.3%
0
0.0%
Professional development
enhances teachers’ abilities
to improve student
learning.
4
25.0%
2
12.5%
8
50.0%
1
6.3%
1
6.3%

Instructional Practices and Support
Strongly
Disagree
Agree
The curriculum taught in this
school is aligned with Common
Core Standards.
3
18.8%
3
18.8%
9
56.3%
1
6.3%
Teachers work in professional
learning communities to develop
and align instructional practices.
6
37.5%
4
25.0%
4
25.0%
2
12.5%
Provided supports (i.e.
instructional coaching,
professional learning
communities, etc.) translate to
improvements in instructional
practices by teachers.
5
31.3%
5
31.3%
5
31.3%
1
6.3%
Teachers are encouraged to try
new things to improve
instruction.
2
12.5%
2
12.5%
8
50.0%
4
25.0%

Instructional Practices and Support
Strongly
Disagree
Agree
Don’t
Know
Teachers have autonomy
to make decisions about
instructional delivery
(i.e. pacing, materials,
and pedagogy).
4
25.0%
1
6.3%
7
43.8%
4
25.0%
0
0.0%
Teachers believe what is
taught will make a
difference in students’
lives.
1
6.3%
3
18.8%
10
62.5%
2
12.5%
0
0.0%
Teachers require
students to work hard.
2
13.3%
3
20.0%
8
53.3%
1
6.7%
1
6.7%
Teachers use digital
content and resources in
their instruction.
2
12.5%
1
6.3%
12
75.0%
1
6.3%
0
0.0%

Teacher Recommendations
• Recommendations for Beginning Teachers:
– Mentors
– Orientation & ongoing seminars just for beginning teachers
– Release time to observe other teachers
– Regular communication with administrators
• Recommendations for Professional Development:
– Special Education (disabilities)
– Special Education (Gifted and talented)
– Reading Strategies
– English Language Learners

Summary of Results
Areas for Growth:
• Keep teachers’ time dedicated to instruction
保证教师的教学时间
• Make policies for student conduct clear to all
让学生了解行为准则
• Draw on teachers as leaders within the school
坚持教师治校的方法
• Create a shared vision for SNA
创造苏州北美高中（SNA）的共同愿景
• Prioritize teacher support, including professional
development
优先考虑对教师的支持，包括职业发展

How Wake STEM ECHS Uses Data
David Schwenker
Principal
August 22, 2017

Using Data to
Become Great
Moving Suzhou North America High School Forward
August 2017

Wake STEM ECHS Data Sets
2016 2014
Minimal Interruptions 100% 81.2%
Sufficient non-instructional time 100% 81.2%
Efforts to minimize routine
paperwork
94.7% 73.3%
Protect teachers from duties that
interfere
100% 75%
Teachers are relied upon to make
decisions
100% 82%
An effective process for making
decisions
100% 68.7%
Take steps to solve problems 100% 75%
Teachers have appropriate level of 95% 68.7%

How did we get there …
• Analyze the data to determine top three priorities
• Focus on those Three (others will improve
automatically)
• Find Solutions (At least three different solutions)
• Give Staff Input in Choosing BEST Solution
• Strategically and Consistently enact Solution
• Gather Data while using the solution for one semester
• Modify/Change/Improve/Scrap

Using Data to Move Forward ..
• What did the Data tell us …. Which is a PRIORITY AND
EASY
• Elect a SIP (easy to do and they get what they want)
• Others may not be this easy …
• But with elected staff on the SIP – let them do the
difficult work, let them work on decision making
skills and present their findings

Now what …
• Elected Staff on SIP
• They need to find ways to allow staff to make
decisions and work through problems …

Seeking Solutions ….
• Find three …
• A Problem/Complaint Box
• Attend a meeting and voice your concern to the
committee
• Bring concern to the grade level or department chair
to raise at the meeting

Continue Data Collection …
(Improve/Scap)
• Survey every semester with just those questions
to see if there is improvement
• Box was too much complaining so the committee
decided to scrap it – the staff liked it??
• Then we went to having people present at the
meetings – this became cumbersome and people
wanted immediate decisions

Present the data and ideas …
• Have the staff present their findings
• Have the staff tell why the box was not good
• Have the staff tell why they didn’t like the presenters
• Have the SIP elected staff tell how the process works
• Have the SIP elected staff tell about everything
involved in the decision making process
• Be TRANSPARENT WITH INFORMATION

SUCCESS!!
• Scores went up
• Staff talked openly and learned how to look at
data
• Staff talked openly and learned how one decision
impacts another
• Staff was able to negotiate and not be one-sided
• SUCCESS

A Suzhou Example …
• Step One – Look at the Data
• Step Two – Get to the Root of the Issue
• Step Three – Brainstorm or look for ideas that may
work
• Step Four – Limit your list to three possibilities
• Step Five – Gather input to choose the best solution
• Step Six – Put the solution motion
• Step Seven – Follow through
• Step Eight – Gather data again and repeat as needed

Developing an SNA School
Improvement Plan
Now it’s Your Turn

Image from COSN
“A heart and mind for wanting to learn.”
好学心
Dr. Jin Li

Welcome
Mr. Guorong Liu
Dr. Lisa Wang

NLI 2017
Led by: Nick Fortune, Andrea Gambino, & Kathryn Green

1. Await the directions for each challenge
and for us to start the timer before you
begin attempting the task.
2. Each team will be awarded the
following points based on successful
completion of the challenge.
3. There will be a daily winner awarded to
the team that earns first place.
4. There will be a winning team for the
whole week that earns the most points
for all the challenges overall.
1st Place: 5 points
2nd Place: 3 points
3rd Place: 1 point
<3rd Place: 0 points

Defying Gravity
Task: As a full team, prevent THREE
balloons from hitting the ground for a
total of THREE minutes!!! At each
minute marker we will call out the
body parts you can no longer use!!!
Points awarded to the top three teams
that last the longest!!!
Minute 1: All body parts allowed!
Minute 2: Everyone stand on one foot!
Minute 3: No hands allowed!

Who Are We? Why Are We Here?
August 23, 2017

Partnership Between Suzhou North America
High School & North Carolina State University

Overview: Chinese Students Attending
US Universities
Common Challenges Facing Chinese Students
Studying at US Universities:
1.Writing – length; multiple drafts; argumentation;
inclusion of original ideas from a US context
2.Thinking – Western thought (critical and logical)
vs. Eastern thought (intuitive and contextual);
argumentation
3.Speaking – extra time to collect and translate
thoughts; classroom participation
4.Reading – extra time reading texts “line by line”
and consulting electronic dictionaries
5.Grappling with a new sociocultural context –
academic integrity; unfamiliarity with classic texts,
popular ideas, and major historical events
6.Finding balance – heavy workload; lack of
interactions with non-Chinese
From “Chinese Students in the Classroom” (April 2014) by Elizabeth Redden, Inside Higher Ed

Globally Competent
STEM & STEAM Knowledgeable
Creative Problem Solvers & Critical Thinkers
Effective Communicators & Collaborators

July 2009
Raleigh, NC
June 2010
Cambridge, MA
November 2011
Beijing, China
July 2011
Friday Institute
July 2012
Raleigh, NC
March 2013
Beijing, China
July 2013
Providence, RI
July 2015
Raleigh, NC
August 2016
Suzhou, China
August 2017
Suzhou China

Overview of NLI 2017
Beginning With the End in Mind
Parking Lot
• Wednesday Agenda: PBI Global & School-Wide
Read (A Long Walk to Water)
• Thursday Agenda: ELL Strategies & Create Lesson
Plan to Support School-Wide Read
• Friday Agenda: Create Lesson Plan to Support
School-Wide Read & Design Studio
Showcase/Gallery Walk
"I never teach my pupils; I only attempt to provide the
conditions in which they can learn."
Albert Einstein

Learner-Centered Pedagogies
August 23, 2017

What are Learner-Centered
Pedagogies?
Learner Centered Pedagogies are aimed
at learning needs, interests, aspirations, and
cultural backgrounds of students. Students
are engaged in collaboration, project-based
inquiry, technology, and ongoing discussion
and dialogue. The teacher facilitates the
learning process rather than being the sole
source of information.

Video will go here! http://www.youtube.com/watch?v=BYMd-
7Ng9Y8
Embed code:
<iframe width="560" height="315"
src="//www.youtube.com/embed/BYMd-7Ng9Y8"
frameborder="0" allowfullscreen></iframe>
Retrieved from http://www.youtube.com/watch?v=BYMd-7Ng9Y8
What Learner-Centered Activities Do You
Recognize in This Video?

How Comfortable are You Using Learner
Centered Pedagogies?
Pedagogie?Continuum
Human Continuum

Project-Based Inquiry (PBI) Global
August 23, 2017

PBI Global Steps
Step 1: Ask a Compelling a Question
Step 2: Gather and Analyze Sources
Step 3: Creatively Synthesize Claims and Evidence
Step 4: Critically Evaluate and Revise
Step 5: Share, Publish, and Act

Suggested Cool tools for PBI Global

PBI Global Video – Spring 2017

Design Studio: A Long Walk To Water
(Intro. to School-Wide Read)
Dr. Alison Schleede
Academic Principal
Suzhou North America High School
Andrea Gambino
Teacher

• Preparing the Learner
• Anticipatory Guide (w/Dyad Share)
• Save the Last Word for Me
• Interacting with Texts
• Reading Aloud in Four Voices Jigsaw (w/FAST
Characterization Graphic Organizer)
• Extending Understanding
• Two-Voice Poem
A Long Walk to Water – A Lesson in
Three Moments

Card Castle
Task: As a full team, produce a
freestanding tower using
ONLY a deck of cards.
Points are awarded to the top
three tallest towers!
You will have three full
minutes to complete this
challenge!

Supporting English Language
Learners (ELL) at SNA
Casey Medlock Paul
PhD Student
Nicholas Fortune
PhD Student
August 24, 2017

Four Corners
• Look at the choices provided in the
following slide(s)
• Go to the corner that most appeals to
you or that you think is most accurate
• Discuss at your corner why you chose
that and be ready to share what the
group discussed

How you view your role as a teacher…
A B
C D

How you view education…
• A – “Education breeds confidence. Confidence
breeds hope. Hope breeds peace.” (Confucius)
• B – “Education is the most powerful weapon which
you can use to change the world.” (Nelson
Mandela)
• C – “Education is the passport to the future, for
tomorrow belongs to those who prepare for it
today.” (Malcom X)
• D – “Education is not preparation for life; education
is life itself.” (John Dewey)

Beliefs Inform Practice
Theory of Learning
• How do adolescents
learn? How do they
learn disciplinary
practices?
• What do they learn?
• What counts as
learning?
• How does metacognition
assist learning?
• How fast can students
progress in their
learning?
Theory of Second
Language Acquisition
• How is language
defined?
• What is the goal of L2
learning?
• How does language
develop?
• What develops and in
which progressions?
• How is language best
presented and
practiced?
Theory of the Learner
• How capable is the
learner?
• Are there pre-
requisites for learning?
• How is the learner’s
future envisioned?
• What resources do
students bring to
learning, including
language?
Theory of Teacher
Understanding
• How do teachers
develop deep and
generative knowledge?
• How do they apprentice
into the profession?
• How are motivation and
commitment fostered?
• What is the role of
reflection in the
development of teacher
expertise?
An integrated theory of Learning and Teaching with Language Learners
Pedagogical Practices with Language Learners
Heritage, M., Walqui, A., & Linquanti, R. (2015). English language learners and the new standards: Developing language, content knowledge, and
analytical practices in the classroom. Cambridge, MA: Harvard Education Press.

Viewing Language as Action
• Authentic activities that apprentice students to act in
and on the world
• Emphasis on what students are doing, on
communication and interactions, rather than on
correct grammar
• Importance of deliberate, continuous support at the
all levels of teaching

No Educator Is An Island
Macrosystem
Van Lier. L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston, MA: Kluwer
Academic Publishers.

Language Learning vs. Language Acquisition
Learning Acquisition
Artificial Natural
Theory (Language Analysis) Practice (Language in Use)
Formal Instruction Meaningful Interaction
Deductive Teaching (Rule-driven,
Top-down)
Inductive Coaching (Rule-discovery,
Bottom-up)
Activities ABOUT the Language Activities IN the Language
Focus on Form Focus on Communication
Produces Knowledge Produces an Ability

Quality Teaching with English Learners
(QTEL)
1. Development follows learning (therefore, instruction
precedes development)
2. Participation in activity is central in the
development of knowledge
3. Participation in activity progresses from
apprenticeship to appropriation, from the social to the
individual plane
4. Learning can be observed as changes in
participation over time

Defining Quality Teaching with English
Learners (QTEL)
Quality teaching takes place when:
• Students engage in collaborative
activity that explores key, generative
ideas in the discipline
• Students develop content knowledge
and linguistic practices in tandem
• Tasks serve as scaffolds in the
development of thoughtful and
increasingly autonomous learners

Is a dynamic and situated act that is responsive to
a particular set of circumstances in a classroom
context. It manifests itself:
•When teachers plan what to do in a classroom
with specific students to ripen their potential
•When teachers support the development of
new skills or understandings
The goal of scaffolding is learner autonomy
Scaffolding

Teaching/Learning Zones
(Walqui, 2007, adapted from Mariani, 1997; Hammond and Gibbons, 2007)
High support
High challenge
Low challenge
Low support
‘Apprenticeship’
Zone (ZPD)
‘Frustration’ Zone
‘Pobrecito’ Zone‘Twilight’ Zone

The Role of Language Teachers
• To construct activities that deliberately maximize
opportunities for students to engage in
discipline-specific talk.
• To help students become aware of and reflect on
how language is used to convey points of view
or interpretive perspectives.
• To respond initially – within a class – by focusing
on oral fluency and students’ appropriate use of
the genre and ideas involved;
– Then – in the same or next class – spiral back to
issues of accuracy and complexity and writing
extensively.

Summary: Principles of QTEL
• Sustain Academic Rigor in teaching English learners
• Hold High Expectations in teaching English learners
• Infuse Metaprocesses in the education of English
learners
• Engage in Quality Interactions with English learners
• Sustain a Language Focus in teaching English
learners
• Develop a Quality Curriculum for teaching English
learners

Teaching English to Chinese Speakers: 9
Major Differences to Be Aware Of
1. Speaking Rhythm
2. Syllables and Word Stress
3. Pronunciation
4. Grammar
5. The Importance of Education and Attitude towards Teachers and
Homework
6. Styles of Education and Learning in the School, Student Behavior
and Motivation
7. Families and Home Life
8. Special Interests and Special Abilities
9. The Importance of “Saving Face”
Source: http://www.fluentu.com/blog/educator-english/teaching-english-to-chinese-speakers/

• Activate prior relevant knowledge
• Focus attention to concepts to be developed
• Introduce vocabulary in context
• Deconstruct concept
• Establish connections between concepts within text
• Connect concepts learned to other ideas outside the text
• Apply newly gained knowledge to novel situations or problem-
solving
A Lesson in 3 Moments

• Three-Step Interview
• Wallpaper Brainstorm
• Guided Investigation
• Collaborative Problem
• Jigsaw Activity
• Base Group Discussion
• Journal Entry
It’s a Question of Chance: A
Lesson in 3 Moments

Three-Step Interview
(Asking, Providing, and Reporting Information)
Groups of four subdivide into two groups of two (dyad 1 = students A
& B, dyad 2 = students C & D). You will be interviewing each other to
find out about your experiences with chance using a three-step
process:
1. Students A & C ask their partners the interview questions; students B
& D respond. Remember that if you are asking the question, you must
pay attention to your partner’s answer because you have to report
them later. Then the partners switch roles.
2. Students B & D ask their partners the interview questions; students A
& C respond.
3. The group of four comes back together. Taking turns in a round-robin
format, each student shares with the whole group what was learned
from his or her partner.

Three-Step Interview
(Asking, Providing, and Reporting Information)
Interview Questions:
1. Were you ever involved in a situation involving
chance when you made the wrong choice based
on the information you had?
2. What happened?
Three-Step Interview Process Review:
Step 1: A->B and C->D
Step 2: B->A and D->C
Step 3: A, B, C, D share partners’ responses

Wallpaper Brainstorm
• Brainstorm ideas that come to mind about
the term “probability”
• Two Post-Its on which to record your ideas
about probability, one per piece of paper.
• After 3 minutes, come to Probability wall
and post your ideas

• Probability
– What does probability mean?
– When do we use probability?
– What are words or phrases you can think of
that relate to probability?
– How would you say probability in your native
language?
– What does probability have to do with?

Once your Post-Its are posted…
• Spend 4 minutes reading others’ ideas
• Return to seat
• Discuss one or two of your peers’ interesting
ideas with a partner. Possible sentence
starters:
– I agree with the one that said…
– I didn’t know that…
– I don’t think that…is right because…

Guided Investigation
• Work in pairs to conduct a coin tossing experiment
• Task 1: Discuss with your partner and record predictions for how many
heads you think you will get after tossing the coin 10 times, 20 times, 30
times?
• Task 2: Toss a coin 10 times and record your results on Handout #1: Coin
Toss Recording Sheet; when finished with 10 trials, calculate the ratio and
percent of heads you tossed.
• Task 3: Using Handout #2: Class Recording Sheet, circulate around the
room and collect data from five other teams; update your totals and
recalculate the ratio and percent of heads tossed; compare your results to
those of your classmates and answer the analysis questions.
• Task 4: Prepare a short report of your investigation that includes:
– A description of the experiment
– A systematic display of your data and of the class data
– A summary of your discoveries on the chance of getting heads when you toss a
coin.

Collaborative Problem
• Work in pairs to explore the theoretical
probabilities in rolling a number cube
• Record your findings on Handout #3: Rolling
a Number Cube
• Discuss, as a class, how the theoretical and
experimental probabilities compare.

Jigsaw Activity
• Work in groups of 4; one pair of As and one pair of Bs
= Base Group
• Form Expert Group = two pairs of As or two pairs of
Bs
• A groups use Handout #4: Directions for Roller
Derby A
• B groups use Handout #5: Directions for Roller
Derby B
• All groups receive Handout #6: Game Board,
Handout #7: Recording Sheet, and Handout #8:
Jigsaw Matrix + 22 markers and two number cubes

Jigsaw Activity
• Step 1: Teacher models the game; students observe and then
discuss with partner what may be a good winning strategy;
record initial strategy on Handout #7.
• Step 2: Expert groups play the game once with one pair
playing against the other; pairs discuss possible winning
strategy and record on Handout #7.
• Step 3: Expert groups play the game a second time; groups
complete Handout #7 by analyzing the outcomes and different
probabilities of the game; arrive at group consensus for a
winning game strategy.
• Step 4: Expert groups complete Handout #8 and rehearse
what they will report to their base group about the game they
played and their consensus game winning strategy.

Base Group Discussion
• Students return to Base Group (one pair A
and one pair B)
• Report in round-robin fashion on
– the game you played,
– the strategies you used, and
– the discoveries you made about the probability
of different outcomes
• Share your answers to Handout #8: Jigsaw
Matrix with your Base Group mates

Journal Entry
Write a response to the following prompt:
– What did you learn about games of chance
and the probability of winning or losing?
Be prepared to share your journal entry
with a partner.

Principles of Quality Teaching for
English Learners
• Sustain Academic Rigor in teaching English learners
• Hold High Expectations in teaching English learners
• Infuse Metaprocesses in the education of English
learners
• Engage in Quality Interactions with English learners
• Sustain a Language Focus in teaching English
learners
• Develop a Quality Curriculum for teaching English
learners

Rapid Fire
Task: As a full team, form a single
file line behind the pyramid of
solo cups at your table. Every
team member takes a turn
shooting to knock down the
pyramid. The first team to
successfully knock down the
pyramid wins!
You will have three full minutes
to complete this challenge!

Teacher Leader Visual Analogy Exercise

NLI Wrap Up
• Please take a few minutes NLI Short
Survey.
• What are your NLI Top Three.

http://www.superstock.com/stock-photos-images/1538R-50409
“A heart and mind for wanting to
learn.”
好学心
Dr. Jin Li
“We are about making a
contribution. That’s what our job is.
It’s about contributing something.”
Benjamine Zander
How will you contribute as a new
literacies teacher leader at SNA?

Shoe Fly Shoe
Task: Select a team
member with amazing
coordination. That
team member must
loosen one shoe and
successful flip it--sole
down--onto a table
within THREE
minutes!!!
You will have three full

Speed Eraser
Task: As a full team, form
a single file line behind
the solo cups at your
table. Every team
member takes a turn
bouncing an eraser into
a solo cup. The team
with the most erasers in
the cups win the
challenge!

Stack Attack
Task: As a full team,
build a pyramid
structure out of the
provided solo cups;
then, diagonally
stack the cups until
you can form one
single stack.
You will have three
full minutes to

NLI 2017 - Suzhou, China

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to NLI 2017 - Suzhou, China

Similar to NLI 2017 - Suzhou, China (20)

More from Erin Lyjak

More from Erin Lyjak (20)

Recently uploaded

Recently uploaded (20)

NLI 2017 - Suzhou, China

Editor's Notes