1. INTRODUCING ACADEMIC CONTENT An Introduction PLEASE OPEN ON YOUR COMPUTERS: ATL.CM.FD.2012 -- > #CMIM Handouts -- > Week2.Handouts -- > CS Handouts SIT WITH YOUR CONTENT TEAM!

2. PARTNER UP! Take 4 minutes to find a partner for each core value- different teacher friends for each! Keep these handy!

3. Chloes Hot Tips RELAX! Stay focused! Trust the process Dafont.com

4. Engaging Students with your INM Hook em! The way you introduce a lesson can have a direct impact on your classrooms culture of achievement. Video clip- As you watch the video, think about where these students rate on the Culture of Achievement continuum. http://www.youtube.com/watch?v=uhiCFdWeQfA&feature=related http://www.youtube.com/watch?v=uhiCFdWeQfA&feature=related

5. Why INM? When students are not prepared for practice, it has very damaging effects on the culture of achievement in the room and how well they can engage with rigorous content. This leads to poor student outcomes.

6. Some ineffective types of INM Take 3 minutes to read: The glosser over The steam roller The dead audience As you read think about the following questions: How do students feel in each of these scenarios? How do these INMs impact the classrooms Culture of Achievement? Handout 1: Supremely Bad INMs pg. 1 Lets Reflect… Are any of your INMs similar to these this week? In what ways?

7. Session Focus: What characterizes an effective sequence of lesson methods? How can I effectively introduce academic content? How can I successfully use explanation and demonstration to introduce academic content? Handout 2: Key Points for Session

8. How well accomplish our goals… Opening (10 minutes) Introduction to Strong INM (15 minutes) Deep Dive: Strong INM (15 minutes) Content Area Examples/Work-Time (30 minutes) Closing (5 minutes)

9. SWBAT explain how, during digestion, food is broken down both mechanically and chemically Key PointsMy Examples 1) When introducing new content and skills, successful teachers: Bring the key points to life by doing the following- Explaining and Demonstrating ( TELL / SHOW ) Facilitating student EXPLORATION

10. SWBAT explain how, during digestion, food is broken down both mechanically and chemically (7 th grade lab) Key PointsMy Examples Require students to be active participants in the learning by continually asking themselves- What should students be thinking about at this point in the lesson? What can students be doing to ensure the desired thinking is happening?

11. Team Debrief How are the key points brought to life? How are students active participants? What will students be able to do during the rest of the lesson? How does it feel to be a student?

12. How well accomplish our goals… Opening (10 minutes) Introduction to Strong INM (15 minutes) Deep Dive: Strong INM (15 minutes) Content Area Examples/Work-Time (30 minutes) Closing (5 minutes)

13. A strong example INM https://www.teachingchannel.org/videos/algebra-mixture-problems?resume=0 How is abstract being made more concrete for students with any of the following techniques? Handout 3: Explanation & Demonstration Checklist TechniqueExampleMy Ideas The methods used help make a clear point for students. New information is being framed in a compelling story. The learning is logically scaffolded. Students have opportunities to process and debrief the new content and/or skills.

14. INM Resource Bank How can we adapt the things we saw her do for an upcoming objective were going to teach? Partner up- Team!

15. How well get there Opening (10 minutes) Introduction to Strong INM (15 minutes) Deep Dive: Strong INM (15 minutes) Content Area Examples/Work-Time (33 minutes) Closing (2 minutes)

16. Using an Exemplar Lesson Plan 7 minutes – Review Exemplar Lesson Plan 5 minutes – Answer debrief questions on handout 4 (first 2 boxes) Content Leader AHAs

17. Applying to your classroom (Wed. LP) Beef up Wednesdays plan: How will you use demonstration and explanation to paint a clear picture of the key points for your students? How will you tell a compelling story? How will you scaffold learning? How will students have opportunities to process and debrief the content and skills? Rehearsal to follow

18. Practice makes Perfect Partner Up! ( 5 minutes) How did they use demonstration and explanation to paint a clear picture of the key points for you? How did they tell a compelling story? How did they scaffold learning? How did you process and debrief the content and skills? Feedback (3 minutes)

19. Whats Next? Next Steps Facilitating Practice Designing Assessments Checking For Understanding Work-Time/Coaching Lesson Planning Clinics Staff support/coaching Office Hours Additional Resources: TFANet Seek methods ideas from FAs Running peer-directed rehearsal protocols

20. Own It: Exit Ticket Before: how does this session connect to what I already knew? During: what did I do during session that helped me move forward in my practice? After: What am I going to do next to continue my development in this area? 225-892-2563 (next steps) CS session feedback