1. Professional Learning Day!

2. I hope today is filled with purpose
and meaning and joy for all of us …
… and for all of them tomorrow! 1

3. Three Billboards Inside Education Park
Engage in inquiry-
based active learning
Resources to support
growth mindsets
Access and use
student voice
2

4. Introduction to the d.school process
Who is a school-age child (PK-12) of significant
importance in your life and what makes that kid
so special to you?
3
https://dschool.stanford.edu/programs/k12-lab-network

5. 4

6. Interview: Significant Minor
1. Interview a colleague about the school-age
child (PK-12) of significant importance in his
or her life and what makes that kid so special
to your colleague? (2 minutes each)
5

7. 1. Interview a colleague about the school-age child
(PK-12) of significant importance in his or her life
and what makes that kid so special to your
colleague? (2 minutes each)
2. Summarize what you learned from the first
interview and re-interview your colleague to
find learn about a teacher or staff member in
their school who they would like that child to
have as a teacher, counselor, etc. and why? (2
minutes each)
6

8. That
One
Teacher
7

9. 1. Interview a colleague about the school-age child
(PK-12) of significant importance in his or her life
and what makes that kid so special to your
colleague? (2 minutes each)
2. Summarize what you learned from the first
interview and re-interview your colleague to
find learn about a teacher or staff member in
their school who they would like that child to
have as a teacher, counselor, etc. and why? (2
minutes each)
3. Think about that re-interview and describe that
teacher in a few words? (1 minute)
8

10. 1. Interview a colleague about the school-age child
(PK-12) of significant importance in his or her life
and what makes that kid so special to your
colleague? (2 minutes each)
2. Summarize what you learned from the first
interview and re-interview your colleague to
find learn about a teacher or staff member in
their school who they would like that child to
have as a teacher, counselor, etc. and why? (2
minutes each)
3. Think about that re-interview and describe that
teacher in a few words? (1 minute)
4. Prototype: Post those words on padlet AND/OR
write them on a post-it note AND/OR draw a
model and stick it on the wall of fame!
https://padlet.com/maxmcgeehome/teacher
9

11. 10

12. “Hmmm, I’ve seen it somewhere …”
• Excellence requires adaptability, flexibility,
being open to new ideas, and taking risks
11

13. “Hmmm, I’ve seen it somewhere …”
• Excellence requires adaptability, flexibility,
being open to new ideas, and taking risks
• A variety of approaches to teaching is critical
in helping students to learn
12

14. “Hmmm, I’ve seen it somewhere …”
• Excellence requires adaptability, flexibility,
being open to new ideas, and taking risks
• A variety of approaches to teaching is critical
in helping students to learn
• We will deliver an innovative educational
experience which propels each student to
excellence
13

15. 10. 2(x - y) (x - y)
(x - y) (x - y)
1. x = y
2. 2x = 2y
3. 2x + y = x + 2y
4. 2x + y - 2y = x + 2y - 2y
5. 2x + y - 2y = x
6. 2x + y - 2y - y = x - y
7. 2x - 2y = x - y
8. 2(x - y) = x - y
9. 2(x - y) (x - y)
(x - y) (x - y)
=
11. 2 = 1
Huh?
We all learned about
balancing equations in
Algebra (and Chemistry).
Here is an algebraic equation
that proves 2=1.
=
14

16. WHY: Inquiry and collaboration are
essential for assuring our students are
MORE than “college and career ready.”
“65% of grade
school kids will
end up in jobs
that are not yet
invented.”
- U.S. Department of
Labor, Futurework
15

17. It’s a tough job but someone’s …
16

18. 17

19. If we think that
“college and career ready” is
the solution, we do not
understand the problem.
18

20. So, think about
how many "jobs
of the future"
already exist, on
every level,
related to
crowdsourcing …
Crowdsourcing
19

21. HOW: Teaching UP
“Teachers who teach up ensure that students
develop the skills of independence, self-
direction, collaboration, and production that
are necessary for success … they demonstrate
to learners the satisfaction that comes from
accepting a challenge and investing one’s best
effort in achieving it.”
“TeachUPforExcellence”
-byCarolTomlinsonandEdwinJavius
http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/Teach-
Up-for-Excellence.aspx
20

22. Young people are hungry for purpose
and meaning in their life.
“We chalk the problem up to
stress caused by the heavy
burdens of schoolwork and
competition … But hard work
and competition have never
broken the spirits of young
people, as long as they believe
in what they are doing.”
William Damon
The Path to Purpose
21

23. Creativity is a collaborative process.
Innovation comes from teams more
often than from the light-bulb
moments of lone geniuses. This was
true of every era of innovation. The
Scientific Revolution, the
Enlightenment, and the Industrial
Revolution all had their institutions
for collaborative work and their
networks
for sharing ideas.
The case for
collaboration
22

24. The Case for Student Driven Authentic Research
23
www.aar.pausd.org
https://www.imsa.edu/academics/inquiry

25. 1. Student Driven Project that generates
new knowledge and/or produces a
product of significant value
2. Mentor match
3. Formal proposal
4. Lab logs
5. Poster
6. Presentation
7. Paper
Check it out at:
aar.pausd.org
https://www.imsa.edu/academics/inquiry
24

26. 25

27. Advanced Authentic Research
Examples of Milestones. I can …
• write a research question that can be answered through
investigation.
• design and conduct a research investigation to answer a
testable question.
• conduct a research investigation
• keep a research journal that records all of the relevant
information and experiences related to my project.
• review the literature that is pertinent to my project and
summarize the relevant information into a final research paper.
• write a comprehensive research paper.
• prepare and present an oral defense of my research.
• prepare and present a poster display that summarizes my
research. 26

28. Mentors are
caring adults …
27

29. … and role models!
28

30. Posters
29

31. 30

32. 31

33. 32
Presentations

34. Advanced Authentic Research
in the Sciences
• Developing an Aβ Oligomer-Targeted MRI Probe for
Diagnosis of Alzheimer's Disease
• Modeling Spatial Population Dynamics of Stem Cell
Lineage in Tissue Regeneration
• Predicting the Mind of a Serial Murderer: Criminal
Profiling in the Case of the Green River Killer
• The Neuropsychology of Adolescent Romance
33

35. Advanced Authentic Research in the
Social Sciences, Humanities and Arts
• Cultivating the Gifted Minority Leader
• Correlation of Print Advertisements, Self-Concept,
and Body Image in Adolescent Girls
• Investigating the Portrayal and Comparison of
Stereotypes Between Japanese and Western Media
• The Written Aspect Analysis of Performance Poetry
• An Analysis of Gustav Mahler's First Symphony: The
Titan
34

36. AAR exemplifies purpose, meaning, and JOY …
35

37. ... and equity, opportunity, and access. 36

38. And it may lead to wonderful inventions
and discoveries!
37

39. Can we stop ROAD RAGE?
http://www.comap.com/highschool/contests/himcm/index.html
38

42. Inquiry based Teaching Targets for
Every Student Every Day
• Be Intentional
– I can help students develop deep knowledge
– I can make the most of every minute
– I can help students do something with their learning
• Be Demanding
– I can make performance expectations clear
– I can measure understanding against high expectations
• Be Supportive
– I can engage student interest with every lesson
– I can interact meaningfully with every student
From The 12 Touchstones of Good Teaching
- Goodwin and Hubbell
41

43. Three Billboards Inside Education Park
Engage in inquiry-
based active learning
Resources to support
growth mindsets
Access and use
student voice
42

44. Growth Mindset
YET!
43

45. 44
”No matter what your
ability is, effort is what
ignites that ability and
turns it into
accomplishment.”
www.perts.net

46. 45

47. WHY: Students with a growth
mindset have …
• More
Resilience
• Stronger
Desire for
Learning
• Higher
Achievement
• Greater
Motivation
46

48. “Through words, actions, and caring,
the teacher conveys to students, ‘I
know you have the capacity to do
what’s required for success; therefore I
expect much of you. Because I expect
much, I’ll support your efforts in every
way I can. I’m here to be your partner
in your success.’”
Meaning: High Expectations for ALL
Students (all means all)
“Teach UP for Excellence”
- by Carol Tomlinson and Edwin Javius
47

49. “Kirsten Olson (2009) concludes that
perhaps the deepest wounds schools
inflict on students are wounds of
underestimation. We underestimate
students when they come to us with
skills and experiences that differ from
the ones we expected and we conclude
they're incapable of complex work.”
“Teach UP for Excellence”
- by Carol Tomlinson and Edwin Javius48
UNLEASH the GENIUS in EVERY Student

50. Breaking the Cycle of Mistrust: Wise
Interventions to Provide Critical
Feedback Across the Racial Divide
• The wise feedback treatment note stated,
“I’m giving you these comments because I
have very high expectations and I know that
you can reach them.”
• By contrast, the placebo control note stated,
“I’m giving you these comments so that you’ll
have feedback on your paper.”
49

51. Journal of Experimental Psychology
American Psychological Association
2014, Vol. 143, No. 2, 804–824
• “An estimated 71% of African American students
who received the wise feedback note revised
their essays, compared with 17% of students
who received the control note.”
• “Although White students also showed a trend
in the same direction, this effect was not
significant 87% revised in the wise criticism
condition vs. 62% in the control condition.”
50

52. The Other Wes
Moore
300 × 205 -
middlewisconsin.org
51

53. 52
www.perts.net

54. 53

55. 54

56. https://survey.perts.net/share/toi
55
• Self-efficacy: I can
succeed at this;
• Growth Mindset: My
ability and competence
grow with my effort;
• Belonging: I belong in
this academic
community;
• Relevance/Purpose:
This work has value for
me.

57. What you will learn from the survey
…
56

58. 57

59. 58

60. 59

61. Effort, efficacy,
attitude …
60

62. B. Bumble and the Stingers – 34 Years Later
61

63. Drawing Activity
First, draw a picture of yourself trying
something challenging at school
62

64. Drawing Activity
Next, draw a picture of what happens
to your brain when challenging it
63

65. 64
What’s the Problem
At 8:00 a.m. super substitute, Al Jebra, parks his car in front
of the school. He walks into the building and for exercise
climbs the stairs to the classroom on the fourth floor. As
soon as he gets to the room, he remembers he left his laptop
in his car. He is running late so he walks down the hall to the
elevator and takes the elevator back down to the first floor,
runs to his car, gets his laptop, and runs back to the elevator.
He takes the elevator up to the fourth floor and just as the
bell rings, he walks back into the room and sits down at the
desk.
On a poster paper graph the distance Cal traveled from 8:00
a.m. to when he sat at his desk. (Two members draw the
graph and two be prepared to explain it to the class).

66. 65
D
T

67. Challenge Questions
1. What is the fastest speed Al travels in feet per second?
2. What is his fastest speed in miles per hour?
3. What is his average speed in feet per second?
4. What is his average velocity in feet per second?
5. Draw a graph of his acceleration during the time he traveled.
6. Al’s friend, Ann Durance is avid cyclist who is training for Italy’s Novi Colle by
riding big hills. If it is 10 miles from the base to the summit of Mt. Diablo and
her average speed is 10 miles an hour going up Diablo, how fast would she
need to go coming down to average 20 miles per hour?
7. The philosopher Zeno would claim that Al Jebra would never get to class at all.
Why you ask? Zeno would say that to get to class, he would first have to get
halfway there. Once halfway there, he would have to first go half of that
halfway. Once he reached that point, he would still have to traverse half the
remaining distance. Once at that new point, he would still have to traverse
half the remaining distance and so on. Basically, he never gets there because
he always has to go half of the distance first. OK, so now draw a picture
and/or create a presentation that illustrates Zeno’s Paradox. Next, write an
explanation of why Zeno’s paradox is wrong. 66

68. Exit Ticket for:
1. MATH PRACTICES
Which of the eight mathematical practices were used in class today
(OK to use numbers).
2. PLUS/DELTA
What are one or two things you liked about this lesson?
What are one or two things you think we should have changed.
3. How many challenge problems will you try to do and bring back tomorrow?
67

69. Three Billboards Inside Education Park
Engage in inquiry-
based active learning
Resources to support
growth mindsets
Access and use
student voice
68

70. 69
https://www.mltsfilm.org/

71. I know that face; that face is saying …
70

72. Students of Our Students
“Classrooms that teach up function from the
premise that student potential is like an
iceberg-most of it is obscured from view-and
that high trust, high expectations, and a high-
support environment will reveal in time
what’s hidden.”
“Teach UP for Excellence”
- by Carol Tomlinson and Edwin Javius
71

73. “For teachers who teach up, understanding how
individual students learn most efficiently and
effectively is the driving force behind
instructional planning and delivery.”
“Teachers who understand that some students
may feel racially and culturally isolated in their
classes find multiple ways for students to display
their insights for the group.”
“Seek first to understand”
72

74. 73

75. 74

76. 75

77. 76

78. Personalized
Learner
Profile
77

79. Portrait of a
Learner or
Graduate
78

80. Dear Max:
It has been a long time since I sat in your 7th grade English class
(circa 1974), and this is a long overdue thank you note … but you
deserve to know that you inspired me more than any person
and educator in my life.
You fired me up, pushed me to be smarter and do better, and
you taught me how to make teaching fun.
I spent 26 years as a Family Life Minister, teaching thousands
and thousands of students, using the skills I learned from you.
I spent 5 years with the American Red Cross at the University of Georgia, inspiring 200 college
students to "be more" with the same approach you taught me.
Now I work for the University of Cincinnati College of Medicine as a Development Officer,
however my hobby is mentoring emerging leaders. This morning I was asked to teach two
courses this Spring as an Adjunct Professor and I of course thought of you!
Your finger print is all over me and I wanted you to know that you have had an impact on
literally tens of thousands because you first believed in me.
Glad I found you today,
Jeff
Joy 79

81. What’s Your Story?
80

82. 728 × 546 -
slideshare.net
81

83. 82

84. What’s Her/His Story?
• You have 3 minutes to
interview your partner about
his/her story, interesting life
experience, defining moment,
etc.
• Write your partner’s story in six
words
• Post it at:
http://padlet.com/maxmcgeehome/6words83

85. A Final Thought …
Somos culpables de muchos errores y muchos defectos,
Pero nuestro peor crimen es el abandonamiento de los
niños,
Descuidando la fuente de la vida
Muchos de las cosas que necesitamos pueden esperar.
El niño no ..
A ella no podemos contestarle "Mañana.”
Su nombre es "Hoy.”
- By Gabriela Mistral
84

86. THANKS
maxmcgee@ecragroup.com
www.glennmaxmcgee.com. @glennmaxmcgee
224.234.6129 (cell)
85