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"Dynamic Teaching and Authentic Learning" presented to the Plymouth, Canton, and Salem High Schools.
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- 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
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- 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
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- 19. If we think that “college and career ready” is the solution, we do not understand the problem. 18
- 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. 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
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- 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
- 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
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- 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
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- 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.
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- 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
- 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
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- 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