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Project CRISS Awareness Cele Oldham and Laura Sachs August 9-10, 2012.

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Presentation on theme: "Project CRISS Awareness Cele Oldham and Laura Sachs August 9-10, 2012."— Presentation transcript:

1 Project CRISS Awareness Cele Oldham and Laura Sachs August 9-10, 2012

2 Common Board Configuration Date: August 9 & 10, 2012 Benchmark: District goal #4: Highly Developed and High Performing Staff Benchmark: District goal #4: Highly Developed and High Performing Staff Bell Ringer : Pause & Reflect on EQ Bell Ringer : Pause & Reflect on EQ Essential Question: How do teachers prepare students to engage in a variety of strategies in order to become independent learners? Essential Question: How do teachers prepare students to engage in a variety of strategies in order to become independent learners? Vocabulary: Project CRISS active persistence metacognition strategic self- direction text complexity student reflection Vocabulary: Project CRISS active persistence metacognition strategic self- direction text complexity student reflection Objective: Learners will have an awareness of the Project CRISS framework for teaching and learning Objective: Learners will have an awareness of the Project CRISS framework for teaching and learning Agenda: I Do…Introduction to Project CRISS Frameworks for Teaching and Learning We Do…Engage in active persistence through applied learning strategies You Do…Apply new learning to current practice Agenda: I Do…Introduction to Project CRISS Frameworks for Teaching and Learning We Do…Engage in active persistence through applied learning strategies You Do…Apply new learning to current practice Summarizing Activity: CBC review, Learner Reflection Card, EQ revisited Summarizing Activity: CBC review, Learner Reflection Card, EQ revisited Homework: visit Project CRISS website at www.projectcriss.com www.projectcriss.com Homework: visit Project CRISS website at www.projectcriss.com www.projectcriss.com Learning Goal: Learners will understand frameworks for teaching and learning which promote students’ deep understanding of content. Learning Goal: Learners will understand frameworks for teaching and learning which promote students’ deep understanding of content.

3 Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5 High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6 Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

7 © Project CRISS 2010 CR eating I ndependence through S tudent-owned S trategies Helping Teachers Teach and Learners Learn A-1

8 HISTORY OF PROJECT CRISS ® Originally designed for High School Students 1985, CRISS was recognized as an exemplary High School program Broadened to all content areas, grades 4-12 2002, CRISS was incorporated Continue to expand and collect data www.projectcriss.com © Project CRISS 2010 A-2

9 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

10 “Today, class… …we will be learning about…” © Project CRISS 2010

11 Instructional Frameworks (Liang and Dole, 2006) Are: Sets of principles or ideas that organize instruction based on principles of teaching. Tools to simplify complex ideas. Are Not: Scripted Found in teachers’ manuals Simple procedures such as a concept map or a K-W-L

12 FRAMEWORK FOR TEACHING Guides planning Informs instruction using the… Project CRISS Frameworks FRAMEWORK FOR LEARNING Allows learners to deeply understand what they read, view, hear, and do by… preparing them for learning, facilitating engagement and long-term retention, developing lifelong, reflective learners. Pg 7-18

13 FRAMEWORK FOR LEARNING Being a Metacognitive Learner PREPARE for Learning: Be Metacognitive! ENGAGE & TRANSFORM: Be Actively Persistent! REFLECT on Learning Background Knowledge Purpose Setting Author’s Craft Writing Discussion Visualizing Organizing Process: How I learned (My metacognition) Content: What I learned

14 FRAMEWORK FOR TEACHING PREPARE for Learning: Be Metacognitive! ENGAGE & TRANSFORM: Be Actively Persistent! REFLECT on Learning Background Knowledge Purpose Setting Author’s Craft Writing Discussion Visualizing Organizing Process: How I learned (My metacognition) Content: What I learned PLAN for Instruction Enduring Understandings (Content & Process) Assessments (Formative & Summative) Evaluate Student Needs Content Materials

15 Power 1: Main idea, thesis... Power 2: Support or detail of a Power 1 Power 3: Support or detail of a Power 2 Power Thinking Pg 38 PT-1  Project CRISS ® 2006

16 Power Thinking Example 1. Clothes 2. Hot weather 3. Shorts 3. Tank Tops 2. Cold weather 3. Sweater 4. Wool PT-2  Project CRISS ® 2006

17 Power Writing Rules 1. The Power 1 sentence tells the number of Power 2s. Examples: Fractions can be used in the “real” world in three ways. The Nez Perce Indians and the U. S. Government interpreted the “ownership” of land in two totally different ways. 2. [Optional] Use only active verbs in sentences. Active verbs are those other than the “to be” verbs. PT-3  Project CRISS ® 2006

18 MATHEMATICS 1. I learned three things about fractions yesterday. 2. I can use percent calculations in two ways while shopping. LANGUAGE ARTS 1. (author) wrote three short stories which illustrate man’s struggle against nature. 2. Before reading a text, I need to prepare myself by doing three things. Sample Power 1 Sentences For Different Content Areas PT-4a  Project CRISS ® 2006

19 SCIENCE In the wild, plants and animals coexist in two ways. Air pollution exists for three reasons. SOCIAL STUDIES John F. Kennedy experienced three major conflicts during his term. Of all the rights protected in The Bill of Rights, I think two relate to my life in important ways. PHYSICAL EDUCATION I need to improve my overall fitness for four reasons. Knowing the rules of a sport can help me in three ways. PT-4b More Power 1 Sentences  Project CRISS ® 2006

20 Pattern Puzzles help students... Understand patterns and structures. Sequence events or process steps. Categorize or group information. Recognize main ideas and details (when combined with Powers). PT-5  Project CRISS ® 2006 Your turn! Let’s give it a try!

21 Project CRISS Framework for Teaching and Learning guides teachers in developing lessons and units of study structures strategies for your students, standards, and content area promotes student responsibility for learning © Project CRISS 2010

22 Training Schedule for 2012-13 October 18 & November 1, 2012 February 7 & 21, 2013 18 MIP points Includes textbook and materials Substitutes paid through the Professional Development and Leadership Department

23 More information on PROJECT CRISS ® Visit website www.projectcriss.com Email for more information Cele Oldham at oldhamc@lake.k12.fl.usoldhamc@lake.k12.fl.us Laura Sachs at sachsl@lake.k12.fl.ussachsl@lake.k12.fl.us © Project CRISS 2010 A-5

24 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: Post Presentation: My level of interest...

25 Transform Information Through Writing Complete an exit card that you will take with you today. Note one “aha” from the session. one question that you still have. and one idea that you can incorporate into a lesson next week. © Project CRISS 2010

26 Participant Scale and Reflection Take a moment to reflect on your learning. Please mark an “X” to show your level of proficiency with the session materials and content. Provide additional comments below. Summer Leadership Institute 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2- Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring components for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Your thoughtful comments are welcomed and appreciated.


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