1. Create a Culture for Learning Through Knowledge of your Students

2. Guiding Questions
How does knowledge of our students help to create a culture for learning?
How can we get to know our students?
Why is it important to know our students?
What does it mean to demonstrate knowledge of our students?

3. Choose your favorite shape.

4. Video
Purpose questions
From TESS--search Teaching Channel

5. Sort Each bag contains four colors. Each color represents a teacher.
Sort the following evidence as:
Unsatisfactory
Basic
Proficient
Distinguished
2 B Sort

6. Danielson: Enhancing Professional Practice
Independently read the section from 2B.
Purpose: to build background knowledge and discuss the following with your partner:
What is evidence for a culture of learning?
Any new learnings you had.

7. Re-visit sort and share out
Using the sorting mat, re-visit your sort.
Based on your reading and the sorting mat, make changes to your sort.
Share out during whole group discussion.

8. How does knowledge of your students help to create a culture for learning?

9. How can we get to know our students?
In what ways do you see Mr. Van Dyck connecting with individual students?
What personal experiences can you draw upon to better understand your students?
How does focusing on one positive element discourage negative behaviors?

10. How do you get to know your students?
Please share your ideas!

11. How can we get to know our students?
Gather information- KNOW your kids. Show an obvious interest in them.
Interest inventories
Surveymonkey
VAK
PLSI
True Colors

12. Inventories Visual Auditory Kinesthetic (VAK )
Learning Styles Inventory Activity: Take VAK Time: 5
Purpose: Identify learning style and potential biases toward using that style in teaching practices
Re-visit table tents
Visual Auditory Kinesthetic (VAK )
vaklearningstylestest.htm
Paragon Learning Styles Inventory (PLSI)
True Colors International

13. Inventories Visual Auditory Kinesthetic (VAK )
Learning Styles Inventory Activity: Take VAK Time: 5
Purpose: Identify learning style and potential biases toward using that style in teaching practices
Re-visit Name Tents
Visual Auditory Kinesthetic (VAK )
vaklearningstylestest.htm
Paragon Learning Styles Inventory (PLSI)
True Colors International

14. Inventories Visual Auditory Kinesthetic (VAK )
Learning Styles Inventory Activity: Take VAK Time: 5
Purpose: Identify learning style and potential biases toward using that style in teaching practices
Re-visit Name Tents
Visual Auditory Kinesthetic (VAK )
vaklearningstylestest.htm
Paragon Learning Styles Inventory (PLSI)
True Colors International

15. Green See Self Others See Intellectual snob Arrogant Afraid to open up
Superior intellect
98% right
Tough-minded
Efficient, powerful
Original and unique
Rational
Great planner
Calm not emotional
Precise not repetitive
Under control
Able to find flaws objectively
Holding firm to policy
Intellectual snob
Arrogant
Afraid to open up
Unappreciative,
stingy with praise
Doesn’t consider people in plans
Critical, fault-finding
Cool, aloof, unfeeling
Eccentric, weird

16. Excellent Problem Solvers Relate to GREEN by being objective and logical.  Listen and be open to new ideas.  Value their abstract thinking.
Famous people include:
Carl Jung
John DeLorean
Socrates
Moses
Frank Lloyd Wright
Benjamin Franklin
Thomas Edison
Douglas MacArthur
Sherlock Holmes
Dwight Eisenhower
Eleanor Roosevelt
Madame Curie

17. Gold See Self Others See Rigid Controlling, bossy Dull, boring
Stable
Providing security
Dependable
Firm
Always have a view
Efficient
Realistic
Decisive
Executive type
Good planner
Orderly, neat
Punctual, expect same
Rigid
Controlling, bossy
Dull, boring
Stubborn, pigheaded
Opinionated
System-bound
Unimaginative
Limiting flexibility
Uptight
Sets own agenda
Rigid idea of time

18. Natural Leaders Relate to GOLD by being dependable, responsible, direct, decisive organized and punctual.
Famous people include:
Henry Ford
Harry Truman
Joan Rivers
George Washington
Florence Nightingale
Gerald Ford
Mr. Rogers
Nancy Reagan
Johnny Carson
Joe Friday
Queen Victoria

19. Blue See Self Others See Warm, caring, compassionate
Likes to please people
Trusting
Romantic
Spiritual
Creative
Idealistic
People person
Willing to work tirelessly for a cause
Unselfish
Empathetic
Wanting harmony
Overemotional
Groveling, fawning, soft
Too trusting
Mushy
Hopelessly naïve
Too nice
Aloof
Smothering
Manipulative
Ignores policy, create chaos
Talks too much
Illogical, incomprehensive

20. Excellent Relationship Builders Relate to BLUE by connecting personally and listening attentively.  Be honest and sincere.
Mother Teresa Ghandi Mozart Pope John XXII Oprah Winfrey Sigmund Freud Jimmy Carter Martin Luther King, Jr. Julius Ceasar Beverly Sills Brigham Young Mohammed Ali President Clinton Thomas Jefferson

21. Orange See Self Others See Fun loving, enjoys life Spontaneous
Flexible, adaptable
Carefree
Proficient, capable
Hands on person
Practical
Problem solver
Good negotiator
Here and now person
Does many things at once
Eclectic
Irresponsible
Flaky
Wish-washy
Not serious
Spends time on things they enjoy
Not interested in ideas
Disobey rules
Manipulative, not to be trusted
Not able to stay on task
Cluttered
Indecisive

22. Natural Negotiators Relate to ORANGE by being spontaneous, playful and humorous. Provide variety and alternatives – keep things exciting.
Famous People
Lee Iacocca
Amelia Earhart
JFK
George Patton
FDR
Oliver North
Teddy Roosevelt
Lucille Ball
James Dean
Winston Churchill
John Wayne
St. Francis of Assisi
Ernest Hemmingway

23. True Colors Read HO: Colors: The Personality of Education
Purpose: To see the usefulness of these tools and the importance of knowing students’ personalities.

24. True Colors: Conversations In order to speak to a
True Colors: Conversations In order to speak to a in a way they will understand, you should …
Green:
Use clear and precise language
Use logic in support of your decision
Get right to the point
Keep the conversation relevant
Ask meaningful questions
Talk about possibilities
Gold:
Give straightforward direction
Use references to the past and tradition Not get sidetracked
Keep conversation in order Follow an agenda
Talk about responsibility
Blue:
Relate what you are saying to feelings Avoid open criticism
Put their needs ahead of procedures
Be honest and genuine
Leave room for input and questions
Keep your promises
Orange:
Cut to the heart of a problem
Give them the straight stuff
Be bold and say what is on your mind
Focus on action
Talk about results
Keep the conversations lively

25. How does the color of your personality match the shape of your personality?

26. Quickwrite…
How will you change your instruction as a result of analyzing data from these tools?

27. Why is it important to know our students?

28. Your shining moment How does this routine affect class culture?
What can you learn from Ms. Price about celebrating successes?
How could this strategy be used as an assessment?

29. What does it mean to demonstrate knowledge of our students?
Independently read the section from 1B.
Purpose: to build background knowledge and discuss the following with your partner:
How do you demonstrate knowledge of your students?

30. Nonlinguistic Representation: 1B
Now that you have read and discussed 1B, create a Nonlinguistic Representation that illustrates a teacher using knowledge of their students.

31. “No significant learning occurs without a significant relationship.”
-James Comer, 1995

32. What is respect? re·spect /rɪˈspɛkt/
esteem for or a sense of the worth or excellence of a person, a personal quality or ability, or something considered as a manifestation of a personal quality or ability: I have great respect for her judgment.

33. What is rapport? rap·port /ræˈpɔr, -ˈpoʊr, rə-/ [ra-pawr, -pohr, ruh-]
noun relation; connection, especially harmonious or sympathetic relation: a teacher trying to establish close rapport with students.

34. What are some “do’s” for good respect and rapport?
Divide into your brightest color according to the True Colors Assessment.
Brainstorm some “do’s” for good respect and rapport.
Create a chart.
Share out.

35. Do’s for Good Respect and Rapport
Let your kids know they are special to you.
Never be afraid to apologize if you are wrong. This fosters respect—it does not erode it.
Don’t ridicule or humiliate. Be VERY careful with sarcasm. (Private, private, private with misbehavior corrections).
Control your emotions before administering consequences.

37. A-Z Wordstorming
A-B
C-D
E-F
G-H
I-J
K-L
M-N
0-P
Q-R
S-T
U-V
WXYZ