Teach further 2 day workshop slides - site

INTERACTIVE
© 2016 - Progressive Mastery Learning, LLC #TeachFurther www.thegridmethod.com/TeachFurther
WORKSHOP

Illinois State University
Winner of ISU 2017 Outstanding Young Alumni Award
6th Grade Math & ELA
Rae Hughart
Central Illinois - Middle School Grades 6 to 8
Director of Training and Development
The Grid Method.com / Progressive Mastery Learning, LLC

LESSONS
“Education is a social process;
education is growth; education is
not preparation for life but is life
itself.”
― John Dewey

3C’s
1) CURRICULUM
2) CREATIVITY
3) CONNECTIONS

DYNAMIC
INTERACTIVE
LESSONS

S
T
A
N
D
E
R
D
(S)
CURRICULUM
6.NS.5 - Understand that positive and negative numbers are used together to describe quantities having opposite
directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the
meaning of 0 in each situation
6.NS.6A - Independently and consistently recognize opposite signs of numbers as indicating locations on opposite
sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself and that 0
is its own opposite.
6.NS.6B - Independently and consistently understand signs of numbers in ordered pairs as indicating locations in
quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the
points are related by reflections across one or both axes.
6.NS.6C Independently and consistently find and position integers and other rational numbers on a horizontal or
vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane
6.NS.7A&B Independently and consistently interpret statements of inequality as statements about the relative position
of two numbers on a number line diagram. Write, interpret, and explain statements of order for rational numbers in
real-world contexts
6.NS.7C&D - Independently and consistently understand the absolute value of a rational number as its distance from 0
on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
Distinguish comparisons of absolute value from statements about order

A
S
S
E
S
S
M
E
N
T
CURRICULUM
Standards Targets
What should
your students
be able to do?
Assessment
Mastery
Questions

A
S
S
E
S
S
M
E
N
T
Goal: assess student understanding
through an authentic medium
CURRICULUM

G
R
A
D
I
N
G
S
C
A
L
E
1 2 3 4Needs
Development
Basic
Understanding
Above & Beyond
Understanding
STRONG
Understanding
CURRICULUM
Evaluate Student Understanding
Not Task Completion

“When am I going to use this?”
CREATIVITY

P
U
R
P
O
S
E
QuestionstoConsider
CREATIVITY
Content:
❏ Where would you use this skill?
❏ Why is this important to learn?
❏ How does this relate to students’ futures?
❏ What does it add to the world?
❏ What outside skills are needed to be successful?
Engagement:
❏ How would students relate to this topic?
❏ Why would students care about this topic?
❏ How does this relate to students now?
❏ What keeps your students engaged?
❏ What are students’ interests?

How do I get
an invested sponsor?
CONNECTIONS

© 2016 - Progressive Mastery Learning, LLC #TeachFurther www.thegridmethod.com | teachfurther.weebly.com
COMMUNITY SPONSOR

© 2016 - Progressive Mastery Learning, LLC #TeachFurther www.thegridmethod.com | teachfurther.weebly.com
&
COMMUNITY SPONSOR

COMMUNITY SPONSOR

INTRODUCTION COMMUNITYOUTREACHBIGREVIEWDAY
CURRICULUM CREATIVITY CONNECTIONS

Pre-Test

Pre-Test
Post-Test

&
COMMUNITY SPONSOR

Before

LESSONS

The WHAT
The WHY
The HOW

Building a Focus
Clearly stated, tiered learning targets aligned to state
and national standards are at the foundation of good
instruction.
Standards can be
taught individually or
in small groups.

Building a Focus
6.NS.5 - Understand that positive and negative numbers are used
together to describe quantities having opposite directions or values;
use positive and negative numbers to represent quantities in
real-world contexts, explaining the meaning of 0 in each situation

Building a Focus
6.NS.6A - Independently and consistently recognize opposite signs of
numbers as indicating locations on opposite sides of 0 on the
number line; recognize that the opposite of the opposite of a number
is the number itself and that 0 is its own opposite.

Building a Focus
numbers as indicating locations on opposite sides of 0 on the
number line; recognize that the opposite of the opposite of a number
is the number itself and that 0 is its own opposite.
...

Standard Key Terms
together to describe quantities having opposite directions or values; use
positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation
Positive & Negative
Numbers
numbers as indicating locations on opposite sides of 0 on the number
line; recognize that the opposite of the opposite of a number is the
number itself and that 0 is its own opposite.
Opposite Signs
6.NS.6B - Independently and consistently understand signs of numbers in
ordered pairs as indicating locations in quadrants of the coordinate
plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.
Ordered Pairs
Quadrants
Coordinate Plane
6.NS.6C Independently and consistently find and position integers and
other rational numbers on a horizontal or vertical number line diagram;
find and position pairs of integers and other rational numbers on a
coordinate plane
Number Line
Building a Focus

Building a Focus
PAGE 8
PAGE 9

WORK TIME
PAGE 9
Identify Standard(s)
Distinguish Key Terms2
1

Depth Of Knowledge
Webb's Depth Of Knowledge (DOK)

Depth Of Knowledge
Webb's Depth Of Knowledge (DOK)
The chart below displays four levels of Webb's DOK. This chart should be used as a reference when
creating well rounded assessments to evaluate student understanding.
DOK Level 1
Recall
DOK Level 2
Skills/Concepts
DOK Level 3
Strategic Thinking
DOK Level 4
Extended Thinking
Arrange, Calculate,
Cite Define, Describe
Draw, Explain, Give
examples, Identify
Illustrate, Label
Locate, List, Match
Apply, Calculate,
Categorize, Classify,
Compare, Compute,
Construct, Convert,
Describe, Determine,
Distinguish, Estimate,
Formulate
Appraise, Assess,
Compare, Compile,
Conclude, Contrast,
Critique, Decide,
Defend, Describe,
Develop, Differentiate,
Distinguish
Appraise, Connect,
Create, Critique
Design, Judge, Justify,
Prove, Report,
Synthesize
Example : Recall elements
and details, conduct basic
calculations, or order rational
numbers
Example : Sort objects, show
relationships, apply a concept,
organize, represent and
interpret data, or use context
clues to identify the meaning of
unfamiliar words
Example : Solve non-routine
problems, Interpret information
from a complex graph, or explain
phenomena in terms of concepts
Example : Design and conduct
an experiment that requires
specifying a problem; report
results/solutions or critique
experimental designs

I CAN construct and design a model
or demonstration of how positive
and negative numbers apply to the
real world.
I CAN compare and contrast the
patterns of positive and negative
numbers in the real world and its
relationship to 0.
I CAN apply and demonstrate
knowledge of how positive and
negative numbers relate to real
world context and the meaning of 0
in each situation.
I CAN define and explain positive and
negative numbers and its
relationship to 0.
*Define all content specific
vocabulary
6.NS.5
Understand that
positive and
negative numbers
are used together
to describe
quantities having
opposite directions
or values; use
positive and
negative numbers
to represent
quantities in
real-world contexts,
explaining the
meaning of 0 in
each situation
Level 1 Recall
Level 2 Skills/Concepts
Level 3 Strategic Thinking
Level 4 Extended Thinking
Content Standard

PAGE 12I CAN construct and design a model
or demonstration of how positive
and negative numbers apply to the
real world.
I CAN compare and contrast the
patterns of positive and negative
numbers in the real world and its
relationship to 0.
I CAN apply and demonstrate
knowledge of how positive and
negative numbers relate to real
world context and the meaning of 0
in each situation.
I CAN define and explain positive and
negative numbers and its
relationship to 0.
*Define all content specific
vocabulary
6.NS.5
Understand that
positive and
negative numbers
are used together
to describe
quantities having
opposite directions
or values; use
positive and
negative numbers
to represent
quantities in
real-world contexts,
explaining the
meaning of 0 in
each situation
Level 1 Recall
Level 2 Skills/Concepts
Level 3 Strategic Thinking
Level 4 Extended Thinking
Content Standard

WORK TIME
PAGE 13
Identify Standard(s)
Develop Tiered Targeted
utilizing Webb’s Levels of
Depth of Knowledge
2
1

Mastery Questions
● Developing Mastery Questions will help guide instruction and Learning
Opportunities
● These questions should be utilized as a foundation for both formative
and summative assessments and projects

Mastery Questions
Below is an example using the Level 1 Learning Target from our previous
example.
Learning Target Mastery Questions
Level 1 Target :
I CAN define and
explain positive
and negative
numbers and its
relationship to 0.
*Define all content
specific
vocabulary
1. What is a Positive Number?
2. What is a Negative Number?
3. Where is a Positive Number found in relation to Zero?
4. Where is a Negative Number found in relation to Zero?
5. What is Zero?

WORK TIME
Revisit Targets from P.13
Reflect on needs to meet
Targets
Develop Mastery Questions
for each Tiered Target
2
1
PAGE 15 & 16
3

Finding Purpose
Nothing is worth spending
time teaching if it does
not have a purpose.

Finding Purpose
Questions to Consider
Content :
❏ Where would you use this skill?
❏ Why is this important to learn?
❏ How does this relate to students’
futures?
❏ What does it add to the world?
❏ What outside skills are needed
to be successful?
Engagement :
❏ How would students relate to
this topic?
❏ Why would students care
about this topic?
❏ How does this relate to
students now?
❏ What keeps your students
engaged?
❏ What are students’ interests?

Finding Purpose
Easy to use Resources
➔ Utilize a text you’ve used in the past
(ie. reading books, textbook, worksheet, etc.)
➔ Review Word Problems
➔ Identify Themes
➔ Brainstorm with Colleagues

Brainstorm Purpose
*Brainstorming can occur in many forms (ie, table, discussion, chart, etc).

WORK TIME
Consider Standard(s) needs
Reflect on its purpose in the
real world
2
1
PAGE 19
Consider :
What value will your students
gain from this information?

Purpose : Career Focus
How can you make this idea relatable to your students?
The Answer : Make the purpose of learning a part of students’ futures.

Many students do not begin to think
practically about their futures until they
are late in their educational journey.

Many students do not begin to think
practically about their futures until they
are late in their educational journey.
Therefore, the Teach Further Model
requires teachers to reach further
than simply the purpose of the content,
but connect how learning directly relates
to your students’ future.

A student's future is divided into two large pieces

A student's future is divided into two large pieces
➔ potential career path
➔ impact on the greater community

Soft Skills
What other learning opportunities can you design within this area to build a
more well rounded student?

WORK TIME
Look back at the
brainstormed ideas
Consider soft skills
necessary in the contents
purpose
1
2
PAGE 21
Consider :
How can these ideas directly
relate to a potential career
path for your student?

Purpose : Impact on Greater Community
Consider how this profession can better the greater community.

Purpose : Impact on Greater Community
Consider how this profession can better the greater community.
Questions to Consider:
❏ Where is this career found in your students’
community?
❏ What impact does it bring to your students’ lives?
❏ Where can your students see this career in action?

WORK TIME
Look back at the
brainstormed ideas
Consider que Questions
1
2
PAGE 23

REACH OUT!
Send an email or
make a phone call
to a sponsor
TODAY!

Expertly
Engage
Encourage
Excite
Expand
Day 2

Key Elements throughout implementation
INTRODUCTION COMMUNITYOUTREACHBIGREVIEWDAY

Introduction Day
The Hook
The Introduction Day will be the first element of the unit
your students will experience. Therefore, let’s make it
magical. The purpose behind your planning within this
section is to focus on how you will hook in your
students - how will you earn your students’ buy-in?

Introduction Day
Task 1 Unit Theme & Career Focus
Family Road Trip - Travel Agent
Students will board a bus to begin
their journey. Students will also
begin researching tourist
attractions at a city of their choice
to share out to their peers.

Introduction Day
Task 2 Five Senses

Introduction Day
Task 3 Soft Skills
The Importance of a
Smile and Strong
Handshake
Positive Greetings to
Peers, Bus Driver, and
Chaperones

Introduction Day
Task 4 Community Support
Local Bus Company

WORK TIME
Look back at your
Day 1 planning
Brainstorm possible
engagement strategies
Move Task by Task
1
2
PAGE 25
3
Consider :
What’s the point?

Big Review Day
Celebrate your Learning
The Big Review Day will be the last element of the unit
your students will experience before their final
assessment. The purpose behind your planning within
this section is to focus on how your students can
practice their learning in a real world situation.

Big Review Day
Task 1 Unit Theme & Career Focus
Students work their last days at
the Travel Agency office. During
this time, they will be asked to
market a location of their choice.
Students will be provided a set list
of questions/topics required in
their project to meet content
expectations.

Big Review Day
Task 2 Five Senses

Big Review Day
Task 3 Soft Skills
The Importance of a Smile
and Strong Handshake
Speaking Skills &
Customer Service

Big Review Day
Task 4 Community Support
Local Travel Agency
Suzi Davis Travel

WORK TIME
Look back at your unit plan
Brainstorm possible
engagement strategies
Move Task by Task
1
2
PAGE 27
3
Consider :
How can we practice with purpose?

Community Outreach
Experts that care
Inward Outreach
Two types of Outreach Activities to consider for students
Outward Outreach
Bring it in
to your classroom
Give it back
to your community

Community Outreach
Bring It In
❏ guests are able to echo important messages
❏ bring authentic valuable
❏ allows your community to see the hard work you put
in as an educator and the hard work your students
are putting in as new learners.

Community Outreach
Inward Outreach : Bring It In!
Example : Students invited The
Chicago Fire Soccer Team to
“Road Trip” to their community for
the day. During this time, students
hosted a soccer clinic for all ages.
Organization of the event allowed
students to implement real world
application of the learned content
as well as bring guests into the
educational environment.

Community Outreach
❏ opportunity to share their learning
❏ promotes student ownership of the content
❏ encourages a community of educated members.
❏ allowing your students to keep their own community
educated on important topics
❏ promotes a love for learning exceeding the walls of your
classroom
Give it Back

Community Outreach
Outward Outreach : Give it Back
Example : Students filmed a
cultural acceptance video
designed, orchestrated, and
directed by student leaders. Here,
students shared personal cultural
background stories as well as facts
about their originating country -
drawing a clear connection
between the content learned and
the students themselves.

WORK TIME
Which outreach makes the
most sense for you?
What does your
community need?
How can you and your
students help?
1
2
PAGE 29
3

Planning for the Future
Wrap Up

Wrap Up
If your student enjoyed this unit, what are their next steps?
The Planning for the Future page is the “bow on top” of a successful
Teach Further Unit - answering the question “Now What?”
This document allows for a clear transfer of ownership from teacher
facilitated learning experiences to the students taking full ownership of
their future. Consider what your students have learned throughout your
unit (career, soft skills, etc). If your student enjoyed this experience, what
is a possible next step?

What is included?
In your Planning for the Future page include the following elements :
1. Unit Overview - What was your unit about?
Often, parents find themselves disconnected to their student’s
learning experience. This is a prime opportunity to provide an
overview of learning and assessment tools, and celebrate student

2. Career Opportunities - What are potential career opportunities?
Much like a real job, many of the skills learned throughout your unit
can apply to other professions. Therefore, choose three other
professions to highlight as potential avenues to utilize these skills.

2. Career Opportunities - What are potential career opportunities?
Much like a real job, many of the skills learned throughout your unit
can apply to other professions. Therefore, choose three other
professions to highlight as potential avenues to utilize these skills.
Ex: Family Road Trip Unit highlighted the following three careers; Travel Agent, Hotel
Management, & Cultural Anthropologist
a. Job Title & Summary
b. Characteristics of A Professional in this Field
c. Certification Requirements / Credentials
d. Schooling Opportunities

a. Job Title & Summary
b. Characteristics of A
Professional in this Field
c. Certification Requirements /
Credentials
d. Schooling Opportunities

WORK TIME
What was the goal/theme
of the unit?
Where else can your
Students go with the
learned information or
skills?
1
2
PAGE 32 - 33

Thank Your Stakeholders
While invested stakeholders are not easy to find, they can be created.
Showing them the purpose behind your methods and
show gratitude for their time
The simple task of constructing a handwritten Thank You Note will show
your sponsors (who are hopefully now stakeholders in your students’
success) how much you appreciated their support.

Dear First Student Busing Company,
I wanted to reach out to you as our Family Road Trip Unit
comes to a close, to thank you for your dedication to my students’
success. I am currently teaching over 150 Middle School students. On
the first day of school, almost every parent told me how much they
hated math and were nervous about their student’s success this year.
Since this time, students have participated in 25 Themed Internships
sponsored by local businesses - like yourself. Now, students are
experiencing Math in a whole new way as they navigate the world,
learning applicable information - all while reflecting on how they intend
to better to their community with their knowledge.
Thank you for being such an essential part of this experience!
Mrs Hughart
Address your community
supporters formally -
You may choose to write your letter
to specific individuals or the
company as a whole.
How to say Thank You
Communicate why you
are writing to them
Provide a brief overview
of the work completed in
the classroom
Touch on the long
term vision:
Stronger Students
=
Stronger Community
Conclude with
Thank You & Name

WORK TIME
Who has supported
your unit?
What did they do to make
an impact?
1
2
PAGE 35

Email : Rae@TheGridMethod.com
Facebook : Rae Hughart
Twitter : @RaeHughart
Instagram : @TeachFurther
Website : www.thegridmethod.com/TeachFurther
Rae Hughart

Teach further 2 day workshop slides - site

Recommended

Recommended

More Related Content

Similar to Teach further 2 day workshop slides - site

Similar to Teach further 2 day workshop slides - site (20)

Recently uploaded

Recently uploaded (20)

Teach further 2 day workshop slides - site