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Prepared for the Professional Learning Network of RICHMOND PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com March 2014 Essential Vocabulary.

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Presentation on theme: "Prepared for the Professional Learning Network of RICHMOND PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com March 2014 Essential Vocabulary."— Presentation transcript:

1 Prepared for the Professional Learning Network of RICHMOND PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com March 2014 Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET H IGH E XPECTATIONS

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4 Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)! Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)!

5 Who owns this? Solve practical problems that require finding the surface area of a cylinder Test the validity of properties by using examples of the properties of operations on real numbers Identify and describe the relationship between pairs of angles that are adjacent Identify examples of points, line segments, rays, angles, and lines Recognize and demonstrate appropriate use of the equals sign in an equation Investigate and describe the associative property for multiplication as (3 x 2) x 4 = 3 x (2 x 4) Identify which numbers are even or odd. 7.5e 6.19b 8.6f 3.15a 4.16c 4.16b 5.3d The 3 – 8 Edition

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8 Good Instruction (Keep it Simple…Keep it Real) “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” ~Ron Edmonds

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10 Find a friend in the room and form a team. *Please bring the handout and a pen(cil)! Find a friend in the room and form a team. *Please bring the handout and a pen(cil)!

11 Checking for background knowledge: What is a hieroglyphic? American Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols. American Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols.

12 Main Myth about Learning Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

13 Eyes Year’s of experience in RPS 0 – 1 years2 – 10 yearsMore than 10 years Nose Grade-level use of essential vocabulary LimitedModerateExceptional Mouth Grade-level use of essential skills LimitedModerateExceptional Hair Use of re- assessing and re- grading to foster hope in kids. LimitedModerateExceptional Getting to YOU!!!

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15 Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET

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17 Research on Imagery as Elaboration 6 37 percentile pts. higher than… …students who kept repeating definitions percentile pts. higher than… …students who were using the terms in a sentence. Students who used imagery to learn vocabulary, on average, performed # of studies

18 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Principal Organizing Theme: Things someone would say… Student TeacherSuperintendent Parent Cafeteria Worker EDUCATIONAL STAKEHOLDER EDITION EDUCATIONAL STAKEHOLDER EDITION

19 1 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Ways to make.25 Math Things that are parallel perimeter Types of graphs area Types of angles

20 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Geometry PLANE FIGURE VOLUME VERTEX CONGRUENTCYLINDER TRAPEZOID

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22 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS

23 Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

24 DOK 2: Basic Skills and Concepts Two- Dimensional Shapes Three- Dimensional Shapes

25 Tools to Facilitate Mathematical Communication If a word names a place... then the word is a________ causeeffect a. b. Place the numbers in the Venn Diagram:

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27 Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum) Essential Skills & Processes Essential Knowledge Essential Vocabulary LEARNING TARGET (attained curriculum)

28 Brain Break….

29 Mix it Up in the Box Listen for the topic and the amount of time; Silently mix around the room; When directed, pair up with person closest to you; In pairs, Partner A shares and Partner B listens; Partner B responds to what he/she heard by paraphrasing: Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; Record summary of partners response; then Switch Roles

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31 123 What is an action taken by you, your grade-level, or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? Explain why… How does this picture relate to your role as a teacher? Complete this sentence: “This image is like my teaching in that _____” How has assessment changed in your class/school/division since the implementation of the revised SOL? Elaborate…

32 12 3 What is an action taken by you, your grade-level, or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? Explain why… How does this picture relate to your role as a teacher? Complete this sentence: “This image is like my teaching in that _____” How has assessment changed in your class/school/division since the implementation of the revised SOL?

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34 Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

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38 Stool – 42 cm LaToya – 159 cm Shoulder – 135 cm Counter – 73 cm Silk – 108 cm cm below

39 Problem Solving Student Card Master

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41 Purpose: to deprogram our ‘multiple choice trained’ students and teach them to think.

42 Problem Solving Student Card Master

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47 Fraction Fill In

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49 What fraction is each field worth? What is the value of each field? The value of the farm is $1200. The fields are modeled by the pattern blocks. Each field value is based on size. Make a model of the farm. Compare the size of the pattern blocks. It takes 24 triangles to make the farm. or You can make 4 hexagons out of all the blocks. Each hexagon is worth $300. Each triangle is $50. Field A = $300 Field B = $300 Field C = $100 Field D = $100 Field E = $150 Field F = $150 Field G = $ 50

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52 RIGORRIGOR Quadrant C represents more complex thinking but still knowledge for its own sake. Quadrant D involves the ability to gather knowledge from a variety of sources to solve a complex problem in the workplace Quadrant A represents simple recall and basic understanding of knowledge for its own sake. Quadrant B would include knowing how to use math skills to make purchases and count change. RELEVANCE What does work look like in each quadrant? page 14

53 Students Learn a Vertically Articulated Problem Solving Strategy This would assist in: Creating an Environment for Learning (building background knowledge) and Helping Students Develop Understanding (provide students with a structure for the process)

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55 Working with a peer… Modify current items or create new items using any of the graphic organizers. Prepare to share with your peers. Enjoy being creative!!!

56 Kindergarten Task: to develop learning experiences that engage students in both NNS indicators (EKS) and SOL process skills.

57 Working with a peer… Modify current items or create new items using any of the graphic organizers. Prepare to share with your peers. Enjoy being creative!!!

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63 Working in Quadrant D -Performance Task

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65 Great Sites for Images

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79 MIND Notebook Rubric

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85 Self-Assessment Tool

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87 Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

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92 It’s All About: T HE S ECOND Q UESTION pages

93 WHAT’S MY RULE? Theme: Sports YESNo StrikeStick SplitPuck PinHoop GutterGoal Rule: Bowling Terms

94 WHAT’S MY RULE? Theme: History and Social Science YESNo HemisphereOlympic Games EquatorDemocracy Prime MeridianKings RegionsWealth Rule: Things you’d find on a globe

95 WHAT’S MY RULE? Theme: Simple Machines YESNo SeesawRamp CrowbarKnife ShovelAx Hammers ClawDoor Knob Rule: Examples of levers

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97 ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

98 O PEN T ASK AND C ONSTRUCTED R ESPONSE page 8

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100 Find someone from a different grade-level AND that you do NOT common plan. Find 2 comfortable seats and relax. *Please bring a pen(cil)! Find someone from a different grade-level AND that you do NOT common plan. Find 2 comfortable seats and relax. *Please bring a pen(cil)!

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102 BLIND Sequencing nonfiction Directions Deal out the problem cards face down. Each person takes a turn describing their card to their team. The team determines what the cards represent and how to sequence the cards. Purpose: Students learn the skill of visualizing while reading.

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104 BLIND Sequencing nonfiction Directions Deal out the problem cards face down. Each person takes a turn describing their card to their team. The team determines what the cards represent and how to sequence the cards. Purpose: Students learn the skill of visualizing while reading.

105 Thinking Skills Test 1.What kind of grollers were they? 2. What did the grollers do? 3. Where did they do it? 4. In what kind of gak did they grangle? 5. Place one line under the subject and two lines under the verb. Moral: Students can answer low-level questions without thinking. Students enter/exit classrooms with no more understanding of what they've learned than "The Griney Groller" taught you!

106 What processes can students engage in to identify similarities and differences? Comparing The process of identifying and articulating similarities and differences among items. Classifying The process of grouping things into definable categories on the basis of their attributes. Creating Metaphors The process of identifying and articulating the underlying theme or general pattern in information. Creating Analogies The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

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