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PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY WWW.REMEMBERIT.ORG DI: Mindset, Theory & Practice or Best Practices For Engaging All Students Part.

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Presentation on theme: "PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY WWW.REMEMBERIT.ORG DI: Mindset, Theory & Practice or Best Practices For Engaging All Students Part."— Presentation transcript:

1 PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY DI: Mindset, Theory & Practice or Best Practices For Engaging All Students Part Three

2 5-step lesson plan 1.DO NOW/Grabber 2.Review (5-8) 3.ML/NC 4.Guided Practice 5.Independent Practice/Close

3 Structures Environmental: the look, feel and sound Overall arrangement of classroom: walls, traffic patterns, teacher/TA work area, bulletin boards, bookcases/cabinets, chalkboard/dry erase/SB, entry. Spatial: the use of space in the classroom Lecture: all desks in rows, facing forward. Independent/seatwork: focus on maximizing quiet and private time. Tribes/partner: used when students meet to collaborate, discuss. Family circle: used for all-group class discussions, processing & open discussion of issues

4 Structures (2) Relationship: the teacher is consistent in his/her positive interactions with students. – Greet students with a smile; inquire how they are doing, respond playfully with some students & generally model positive social behavior. Pragmatic: systems in place in the classroom for anything done more than once. – Class time can be split into two big periods/settings: Formal = students raise hands and are called on prior to speaking. Informal = working with partners, group work, family circle; speaking without use of hands when another student finishes talking.

5 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of UbD

6 Why backward? The stages are logical but they go against habits – Were used to jumping to lesson and activity ideas before clarifying our performance goals for students – By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

7 Overarching understandings Knowledge and skill to be acquired Essential Questions Understanding by Design Template: the foundation of our planning – The UbD template embodies the 3 stages of Backward Design – The template provides an easy mechanism for exchange & capturing of ideas

8 The big ideas of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: Unpack the content standards and content, focus on big ideas Analyze multiple sources of evidence, aligned with Stage 1 Derive the implied learning from Stages 1 & 2 What are the big ideas? Whats the evidence? How will we get there?

9 Not necessary to fill in the template in order There are many doorways into successful design – you can start with... – Content standards – Performance goals – A key resource or activity – A required assessment – A big idea, often misunderstood – An important skill or process – An existing unit or lesson to edit

10 PACE Project Steps Identify -Diagnostic learning profile, learning modalities, personality inventory, MI survey, formative assessment, exit slips. Facilitate -Dedicate classroom workshop time, offer examples, conduct conferences, environmental structure. Celebrate -Create on-going opportunities for students to share process and final products.


12 Select one question & discuss with partner: 1.Why is it important to have a checklist for teaching? 2.List 2 items that you think are critical to have on a checklist for you as a learner. 3.List 2 items that you think are critical to have on a checklist for you as a teacher. 4.What might be a danger for being too closely controlled by a checklist? 5.How do checklists or differentiated instruction relate to your previous studies?

13 For the next example… How is it taking into account the following: ReadinessContent InterestProcess Learning ProfileProduct AffectLearning Environment

14 Math & Science Projects Stairs Project: slope, equation of a line Cookie Project: multi-step equations, point of equilibrium, TOV Postcard Project: estimating profit, price-setting, supply & demand, equations Mural Project: scale, ratios, proportions

15 The Cookie Project: Systems of Equations You bring the cookies, Ill bring the milk! – Goal: To determine the expense of making cookies and decide on an appropriate selling price in an effort to make a profit. Math: calculations, solutions, mistakes Cookies & Recipe Essay: drafts, evidence of self- edits, conferences TI-83 Calculator & Graphing Paper Presentation: hand-outs, examples Presentation Folder

16 Math Part: Finances Cost Equation: – Calculate the cost of the ingredients in one batch of cookies – Variable: receipt versus actual ingredients used Profit Equation: – Research a reasonable price for selling individual cookies – Think about quality versus quantity Analyzing Data: – Create a table & graph to model cost and profit – Illustrate the point at which you would make profit – Create a hand-out that shows this data

17 Written Part: Mixing the Ingredients Write a report (at least 3 paragraphs) about your capitalistic cookie adventure. Keep the following questions in mind: – What decisions did you make concerning ingredients, labor, costs and pricing? – How could you market this product outside the classroom? – How and why do manufacturers prices differ from yours? – Consult friends, family, and foes regarding price; how much would they be willing to pay?

18 Presentation: Milk & Cookies Presentation Day – Business attire – Hand-outs & visuals – Cookies for all students – Write, solve & graph equation – Self-evaluation

19 WARNING! Do not mix chocolate & mint in your cookie recipe; this will result in a major deduction of points.

20 How did this project take the following into account? ReadinessContent InterestProcess Learning ProfileProduct AffectLearning Environment


22 PRES Structures Pragmatic The systems & routines in place for anything done more than once. Relationship The quality of the interactions the teacher has with students. Environmental The look, feel and sound of a classroom. Spatial The use of the learning space.

23 RAFT Activities Acronym: Role, Audience, Format & Topic Students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular lesson.

24 GRASPS: performance assessment G: GOAL-provide a statement of the task -establish the goal, problem or obstacle in the task R: ROLE-define the role of the students in the task -state the job of the students for the task A: AUDIENCE-identify the target audience -examples: client, committee

25 GRASPS: performance assessment S: Situation-set the context of the scenario -explain the situation P: Product or Performance -clarify what the students will create and why they will create it S: Standard-provide students with a clear picture of success -identify specific standards of success -share rubrics or create with students

26 26 GRASPS Ideas G Design, teach, explain, inform, create, persuade, defend, critique, improve R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster, editor, news show host, politician A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government S The context of the situation – Create a real life scenario. P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal, brochure, slide show, puppet show S What success looks like: Scoring guide, rubric & examples

27 Non-Examples Teaching to the lowest students in your class. Lowering expectations (i.e. using easier texts for whole class instruction, accepting partial work or inadequate effort). Teaching low level skills instead of grade level standards. Individualized instruction for each student.

28 Everyday Ideas for All Students Activate and build background Pre-teach vocabulary Include words and visuals in your lessons Most students are not auditory, so write down what you say. Provide a graphic organizer and/or guided notes whenever possible

29 Everyday Ideas for All Students Offer students time and tools to process ideas (every 7-15 minutes) Integrate a way for students to express themselves other than writing (draw, teach, give analogy, etc) Give directions in manageable chunks

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