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"Dynamic Teaching and Authentic Learning" presented to the Plymouth, Canton, and Salem High Schools.

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Glenn "Max" McGee's presentation on "Dynamic Teaching and Authentic Learning" presented to the Plymouth, Canton, and Salem High Schools.

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"Dynamic Teaching and Authentic Learning" presented to the Plymouth, Canton, and Salem High Schools.

  1. 1. Professional Learning Day!
  2. 2. I hope today is filled with purpose and meaning and joy for all of us … … and for all of them tomorrow! 1
  3. 3. Three Billboards Inside Education Park Engage in inquiry- based active learning Resources to support growth mindsets Access and use student voice 2
  4. 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. 5. 4
  6. 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. 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. 8. That One Teacher 7
  9. 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. 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
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  12. 12. “Hmmm, I’ve seen it somewhere …” • Excellence requires adaptability, flexibility, being open to new ideas, and taking risks 11
  13. 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. 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. 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. 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. 17. It’s a tough job but someone’s … 16
  18. 18. 17
  19. 19. If we think that “college and career ready” is the solution, we do not understand the problem. 18
  20. 20. So, think about how many "jobs of the future" already exist, on every level, related to crowdsourcing … Crowdsourcing 19
  21. 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. 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. 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. 24. The Case for Student Driven Authentic Research 23 www.aar.pausd.org https://www.imsa.edu/academics/inquiry
  25. 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
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  27. 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. 28. Mentors are caring adults … 27
  29. 29. … and role models! 28
  30. 30. Posters 29
  31. 31. 30
  32. 32. 31
  33. 33. 32 Presentations
  34. 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. 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. 36. AAR exemplifies purpose, meaning, and JOY … 35
  37. 37. ... and equity, opportunity, and access. 36
  38. 38. And it may lead to wonderful inventions and discoveries! 37
  39. 39. Can we stop ROAD RAGE? http://www.comap.com/highschool/contests/himcm/index.html 38
  40. 40. 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
  41. 41. Three Billboards Inside Education Park Engage in inquiry- based active learning Resources to support growth mindsets Access and use student voice 42
  42. 42. Growth Mindset YET! 43
  43. 43. 44 ”No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.” www.perts.net
  44. 44. 45
  45. 45. WHY: Students with a growth mindset have … • More Resilience • Stronger Desire for Learning • Higher Achievement • Greater Motivation 46
  46. 46. “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
  47. 47. “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
  48. 48. 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
  49. 49. 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
  50. 50. The Other Wes Moore 300 × 205 - middlewisconsin.org 51
  51. 51. 52 www.perts.net
  52. 52. 53
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  54. 54. 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.
  55. 55. What you will learn from the survey … 56
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  57. 57. 58
  58. 58. 59
  59. 59. Effort, efficacy, attitude … 60
  60. 60. B. Bumble and the Stingers – 34 Years Later 61
  61. 61. Drawing Activity First, draw a picture of yourself trying something challenging at school 62
  62. 62. Drawing Activity Next, draw a picture of what happens to your brain when challenging it 63
  63. 63. 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).
  64. 64. 65 D T
  65. 65. 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
  66. 66. 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
  67. 67. Three Billboards Inside Education Park Engage in inquiry- based active learning Resources to support growth mindsets Access and use student voice 68
  68. 68. 69 https://www.mltsfilm.org/
  69. 69. I know that face; that face is saying … 70
  70. 70. 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
  71. 71. “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
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  76. 76. Personalized Learner Profile 77
  77. 77. Portrait of a Learner or Graduate 78
  78. 78. 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
  79. 79. What’s Your Story? 80
  80. 80. 728 × 546 - slideshare.net 81
  81. 81. 82
  82. 82. 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
  83. 83. 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
  84. 84. THANKS maxmcgee@ecragroup.com www.glennmaxmcgee.com. @glennmaxmcgee 224.234.6129 (cell) 85

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