1. November BLT Training

2. 2 Outcomes Build team collegiality Look at and start the first steps for Take One! Identify strategies to address district low standards Plan for building in-service days

3. 3 Team Building Activity The Three P’s-- Think of three things, one in each category, that no one in your group knows about you and write them on an index card. These will be shared with members of your BLT. Personal Professional Peculiar

4. 4 SDI+ Elements Growth Checks: calling principals next week with final data Take One!: Long, Intense Box by December 1 Don’t look at CD

5. Take One! Take One! Video Components www.nbpts.org/userfiles/File/Take_One_Entries_W eb_5-22-08.pdfhese www.nbpts.org/userfiles/File/Take_One_Entries_W eb_5-22-08.pdfhese Find your certificate area look at the “Focus for this Entry” these are the only points you will look at for your entry! Ex. Literacy has 10 components Click on “For Candidates” then “Certificate Areas” Select your certificate area Read Certificate Overview: Note differences between the number of components listed here and the number listed under your “Focus for this Entry”

6. Take One! Five Core Propositions Read over the 5 propositions listed on page 4 What is one way you or your colleagues regularly fulfill each proposition? Take One! Standards www.nbpts.org/standards/stds.cfm Download standards Click through the documents until you get to: Standards Overview Page Look at question 2 on pages 4 in regards to those standards. How would you answer the questions on page 4.

7. 7 Break Be back in 10 minutes.

8. 8 Low Math Standards Interpret and Develop Mathematical Models 3 rd, 4 th, 5 th, 7 th and 8 th Gather, Analyze and Display Data 7 th, 8 th, and 11 th

9. 9 Math Strategy Orange You Hungry? You will be given 5 minutes to work out the problem by yourself. Once everyone is done we will have 2-3 people explain how they came up with their answer.

10. 10 Orange You Hungry? Lacey’s Orange You Hungry? Oranges: 1 st Person = 1/3, 2 nd Person = 4, 3 rd Person = ¼, Leona = 15 ¼ of Remaining = 5, so 15 + 5 = 20 which is the number of oranges at the stand when person 3 shows up 2 nd person bought 4 oranges, so 20 + 4 += 24 which is the number of oranges at the stand when person 2 shows up

11. 11 Orange You Hungry? 1 st person bought 1/3 of the oranges. 24 is the number that is equal to 2/3 of the whole number. So ½ of 24 is 12 and 12 is 1/3 of the whole number. Therefore 12 x 3 = 36. Leona started with 36 oranges. 36 x 1/3 = 12, 36 – 12 = 24, 24 – 4 = 20, 20 x ¼ = 5, 20 – 5 = 15

12. 12 Orange You Hungry? What did you learn from how others completed the problem?

13. 13 Columnar Addition Kagan Strategy 87 65 42 37 49 52

14. 14 Interpret and Develop Mathematical Models

15. 15 Interpret and Develop Mathematical Models Physical Models: manipulatives, cubes Tables & Charts will help with our next standard

16. 16 Interpret and Develop Mathematical Models What knowledge do we need to simplify? Do we have to do addition or subtraction first? What if students had a big clock to use?

17. 17 Interpret and Develop Mathematical Models

18. 18 Additional math Activities Math at Home Addition and Subtraction Game Multiplication Game Fraction Game

19. 19 Low Standard Use Statistical models to Gather, Analyze and Display Data to Draw Conclusions How can we incorporate the following into more than just math class? Put terms in student friendly definitions.

20. 20 Low Standard How could this standard be addressed outside math class? Outside all classrooms?

21. 21 Low Standard Drawing conclusions, making predictions, hypothesizing using data.

22. 22 Reading Strategy Comparing and Contrasting was one the lowest standards at 3 grade levels. 4 th, 5 th and 8 th Literary elements and literary devices was one of the lowest standards at 6 grade levels. 3 rd, 4 th, 5 th, 6 th, 7 th, and 8 th

23. 23 Reading Strategy “Identifying Similarities & Differences” Average affect size 1.61 Percentile Gain 45 Enhances student understanding of and ability to use knowledge Using a graphic or symbolic form enhances students’ understand of an ability to use knowledge Can be accomplished in many ways, is a highly robust activity.

24. 24 Identifying Similarities and Differences Teach students to use comparing, classifying, metaphors, and analogies while identifying similarities and differences Give a model for the steps while engaging in the process Use a familiar context to teach the steps Use graphic organizers as a visual tool for similarities and differences Gradually give less structure and guidance

25. 25 Identifying Similarities and Differences Define the words: Similar, Different Find synonyms for similar, different Ex. Compare and Contrast Teacher-Directed Comparison Task Allows students to know exactly what you are looking for Identify which items are to be compared and what characteristics the comparison is to be based on Ex. Constellations

26. 26 Identifying Similarities and Differences Types of Graphic Organizers to Use for Identifying Similarities and Differences Venn Diagram Comparison Matrix Compare and Contrast Graph Branching Diagram Classifying Chart Branching Diagram Metaphors Analogies

27. 27 Identifying Similarities and Differences Ways to use Technology with the Strategy Microsoft Word: Creating a table Spreadsheet Software Kidspiration (preK-5) More Activities - Venn Diagram Science – Animal Classification Template Inspiration (6-12) Thinking Skills – Venn Diagram Thinking Skills – Language Arts

28. 28 Homework and Practice How can homework and practice impact student learning? How can knowledge of research about homework and practice impact classroom practices?

29. 29 Homework and Practice Discussion Question 1 What is the purpose of homework in your classroom? Do the students know the purpose of homework for each assignment? The purpose can affect duration, format, feedback and parental involvement.

30. 30 Homework and Practice Purpose Facilitate memorization of facts Deepen understanding of a concept Added time for students to explore and expand knowledge Prepare for following days lesson Increase in skill speed Develop time management, study and organization skills

31. 31 Homework and Practice Discussion Question 2 How much homework should students have each night? Grades 1-3: no more than 20 minutes Grades 4-6: 20 – 40 minutes Grades 7-9: 1 hour Grades 10-12: 1.5 – 2.5 hours a night

32. 32 Homework and Practice Discussion Question 3 What formats work well for homework? Allowing students to start homework in class Variety of formats to prevent boredom Matching it to the students abilities

33. 33 Homework and Practice Discussion Question 4 What is feedback in regards to student homework? Timely Specifically corrective/ Teacher comments Homework with Teachers’ comments have a 30 percentile gain

34. 34 Homework and Practice Parental Involvement Perhaps the hardest to influence Communicate with parents directly how they can help

35. 35 Team Planning What information is pertinent to our CWG’s? How do we want to present this information? What strategies or strategy information do we want to present? Do we want to have an accountability plan for people to use the strategies?

36. 36 Wrap Up Evaluation Form Sign-In Sheet