Presentation on theme: "Induction Professional Development September 30, 2011 Facilitated by Amber Martello POLISH YOUR STARS UTILIZING COMMUNICATION TO BUILD RELATIONSHIPS AND."— Presentation transcript:
Induction Professional Development September 30, 2011 Facilitated by Amber Martello POLISH YOUR STARS UTILIZING COMMUNICATION TO BUILD RELATIONSHIPS AND PROVIDE QUALITY INSTRUCTION
A culturally responsive classroom is one in which teachers and students strive to create a caring social-emotional climate that serves individual and group needs of all members of the learning community. - Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57(3), 292-299.
1.Positive perspectives on parents and families 2.Communication of high expectations 3.Learning within the context of culture 4.Student-centered instruction 5.Culturally mediated instruction 6.Reshaping the curriculum 7.Teacher as facilitator - The Education Alliance, Brown University http://www.alliance.brown.edu/tdl/http://www.alliance.brown.edu/tdl/ CHARACTERISTICS OF EFFECTIVE CULTURALLY RESPONSIVE TEACHING AND LEARNING
–Be aware of your personal belief system –Identify your personal unconscious bias –Increase your level of cultural proficiency Where do I go from here? See every child as an individual.
Survey – Student Interests – Learning Preferences – Parents for Information on the Student Provide Positive Affirmations – Compliment – Notice – Reward Have and Communicate Positive Presuppositions – Expect the Best – Communicate your Expectations Facilitate Positive Behavior Support – Make Positive Statements – Eliminate Sarcasm – Utilize a Positive Behavior System – Apply Consequences with Empathy With Students…
The climate and culture of a classroom is determined by the strength and safety of our relationship with each student. One weak relationship will directly affect the classroom learning environment for all.
Communicating Through Design— Classroom Organization
WHAT DO THESE SPACES COMMUNICATE TO STUDENTS, PARENTS, COLLEAGUES, AND ADMINISTRATION?
Welcoming? Orderly? Child-friendly and student-centered? Complete, organized, accessible? Providing suitable work space? Focused toward main instructional areas? Have procedures and guidelines posted? Visually stimulating? Literacy-rich? Is your Classroom…
The effectiveness of our instruction depends heavily on our ability to clearly communicate through: Design Delivery Engagement
Plan Book Lesson Plan and Implementation Plan Supplies and Materials Prepped and Ready Thoughtful, Data-Driven Documentation of Learning and Grade Book Sufficient Time Scheduled, Pace Outlined
Activate Prior Knowledge: Think about the lessons you have taught this year. Which one was the least successful? Why? Which one was the most successful? Why?
VOCABULARY EXAMPLE: malapropism: the habit of misusing words, especially those that sound alike Let’s precede with this plan.
Set Purpose State Objective Connect to and Review Previous Learning Teach and Model New Concept Guided Practice Assess Student Application Return to the Purpose to Reflect Provide Opportunity for Independent Application and Practice
Purpose Objective Connection to Previous Learning
Teach the New Skill Model the New Skill Explicitly:
Guide students in practicing the new skill all together Gradually Release Responsibility – Students practice while you monitor ability, engagement, and opportunities for practice Gradual Release of Responsibility (Pearson & Gallagher, 1983)
Assess student application Facilitate reflection Provide opportunity for independent practice for those who are ready
Student Role: Teacher Role: Question Play for a purpose Observe Investigate Explore Try out ideas Alert to patterns Connect learning to prior knowledge Experiment Reflect on learning Create learning opportunities Provide problem solving opportunities Allow students to discover Alert to obstacles Guide Question
By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Inquiry (A. Martello, 2009)
As individuals, use sticky notes to record different instructional content and activities you have coming up in the next month. As tables, strategize whether to use explicit instruction or inquiry. Justify your reasoning. Sort the sticky notes in a t-chart based on the most appropriate approach. How will you Communicate your Instruction?
Opportunities for Success- SKILLS!!! Challenge- Goldilocks Choice- Strategic Social Collaboration Relationship
No significant learning occurs without a significant relationship. -Dr. James Comer
COMMUNICATION RESOURCES? Use the induction October Wiki— Communication http://d11communication2011.wikispaces.com/ Resources for Today Included: Clark, R. (2003) The essential 55. Hyperion: New York. Fay, J. & Funk, D. (1995). Teaching with love and logic. Love and Logic Press: USA. Honig, Diamond, & Gutlohn (2008 ). The Teaching Reading Sourcebook. CORE. Novato: Arena. Marzano & Pickering (2011). The Highly Engaged Classroom. Bloomington: Marzano Research Library. Moats, L. ( 2008). LETRS, Modules 1-7. Longmont: Sopris West. Dr. Anita Archer (CSLST, 2009) Dr. Marcia Tate (NSDC, 2009) Brinkman, Forlini, & Williams (NSDC, 2009) Colorado Reading First (2009) Tina Pelletier, BA (2008)
http://www.youtube.com/watch?v=yZm0BfXYvFg&s afety_mode=true&persist_safety_mode=1 POLISH YOUR STARS
Amber Martello Induction Coach Professional Development firstname.lastname@example.org Lisa Wolf Induction Coach Professional Development email@example.com Julie Shaw Induction Coach Professional Development firstname.lastname@example.org