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Michael Behrmann Executive Director of Elementary Education Rochester Community Schools Please take one each of the packets! MODELING QUALITY INSTRUCTION.

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Presentation on theme: "Michael Behrmann Executive Director of Elementary Education Rochester Community Schools Please take one each of the packets! MODELING QUALITY INSTRUCTION."— Presentation transcript:

1 Michael Behrmann Executive Director of Elementary Education Rochester Community Schools Please take one each of the packets! MODELING QUALITY INSTRUCTION IN STAFF MEETINGS

2 Expand knowledge of tools to use for staff meetings Learn the importance of modeling engaging instructional strategies for staff (choice, talk, technology, protocols) Reflect upon the importance of effective feedback as a body of content Become more familiar with visible thinking routines LEARNING TARGETS

3 Welcome – Go Animate Who’s in the room? – Poll Everywhere Content to frame today’s session: Feedback Project Zero: Visible Thinking Routines Zoom In Sentence – Phrase – Word Micro Lab Protocol See, Think, Wonder I used to think; now I think AGENDA

4 WELCOME TO THE CONFERENCE: GO ANIMATE

5 WHO’S IN THE ROOM? “POLL EVERYWHERE”

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11 FEEDBACK “Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.” …John Hattie

12 COMING Feb 2015

13 ENCULTURATION ARE PLACES IN WHICH A GROUP’S COLLECTIVE, AS WELL AS INDIVIDUAL, THINKING IS VALUED, VISIBLE, AND ACTIVELY PROMOTED AS PART OF THE REGULAR, DAY-TO- DAY EXPERIENCE OF ALL GROUP MEMBERS. Cultures of Thinking

14 THE 8 CULTURAL FORCES THAT DEFINE OUR CLASSROOMS Time Allocating time for thinking by providing time for exploring topics more in depth as well as time to formulate thoughtful responses. Opportunities Providing purposeful activities that require students to engage in thinking and the development of understanding as part of their ongoing experience of the classroom. Routines & Structures Scaffolding students’ thinking in the moment as well as providing tools and patterns of thinking that can be used independently. Language Using a language of thinking that provides students with the vocabulary for describing and reflecting on thinking. Modeling Modeling of who we are as thinkers and learners so that the process of our thinking is discussed, shared, and made visible. Interactions & Relationships Showing a respect for and valuing of one another’s contributions of ideas and thinking in a spirit of ongoing collaborative inquiry. Physical Environment Making thinking visible by displaying the process of thinking and development of ideas. Arranging the space to facilitate thoughtful interactions. Expectations Setting an agenda of understanding and conveying clear expectations. Focusing on the value for thinking and learning as outcomes as opposed to mere completion of “work.”

15 Thinking Routines are an easy doorway into growing/shifting the cultural forces to promote, value, and make visible student thinking by using tools, protocols, structures, and patterns of routine

16 VISIBLE THINKING ROUTINE: “ZOOM IN” What do you see or notice? What is your hypothesis or interpretation of what this might be, based on what you are seeing?

17 What new things do you see? How does this change your interpretation? Has the new information answered any of your wonders or changed your previous ideas?

18 What new things do you see? How does this change your interpretation? Has the new information answered any of your wonders or changed your previous ideas?

19 What lingering questions remain for you about this image?

20 VISIBLE THINKING ROUTINE: “SENTENCE – PHRASE – WORD” Choose one of four abstracts to read Sentence that was meaningful to you, that you felt captures a core idea of the text. Phrase that moved, engaged, or provoked you. Word that captured your attention or struck you as powerful.

21 VISIBLE THINKING ROUTINE: “MICRO LAB PROTOCOL” (USING S-W-P) Triads Determine who shares first, second, and third The first person in the group shares for 1 minute; others just listen; no interrupting Pause for 30 seconds - Silence Second person goes; repeat; third person goes Debrief

22 What do you see ? What do you think is going on? What does it make you wonder ? VISIBLE THINKING ROUTINE: “SEE, THINK, WONDER”

23 Expand knowledge of tools to use for staff meetings Learn the importance of modeling engaging instructional strategies for staff (choice, talk, technology, protocols) Reflect upon the importance of effective feedback as a body of content Become more familiar with visible thinking routines LEARNING TARGETS

24 VISIBLE THINKING ROUTINE: “I USED TO THINK; NOW I THINK” Reflect on anything about today’s topic Prior to this session, what did you think about the topic? ( I used to think ) How have your ideas changes? ( Now I think )

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