Please record on an index card: your name teaching assignment your school years of experience (on back of card) “best hope” & “worst fear” for teaching this fall E ffective I nstruction S eries July October 4 December 1 June 4 Welcome to ESU 6!

Objectives You will know one another, The Art and Science of Teaching (Marzano, 2006), and the structure of the series. You will experience instructional routines and strategies.

Word Power  2006 Nebraska Volleyball National Champions  Each Husker selected a word as a guide during the 2006 season.  Belief, Presence, Love, Fearless, Trust, Impact, Discipline, Serve, Intensity, Impact, Moxie, Passion

Word Power  Jordon Larson, passion, “I want to come into every match showing the love for the game, how much I want to play it.”  Sarah Pavan, impact, “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”

Getting to Know Your Students Personal Word Words are Powerful! 1.Think of a term that describes you now or as you’d like to be, and be able to provide a reason. 2.Write your word in the top box provided. 3.Walk around the room and introduce yourself to 3 other people and explain your term.

We pledge to…  have fun.  avoid flat butt syndrome.  focus discussion about what is best for kids.  let you know why we are doing what we are doing during the presentation.

We also pledge to…  do activities rather than talk about them. (This means we will not cover as much.)  provide some materials ready to use in your classroom.  not be a mile wide and an inch deep. (It is not what you cover but what your students discover. )

You pledge to…  interrupt us with questions, observations, comments or something you want to share.  take care of yourself.  Stand up  Use the restroom

When helping students learn, consider pledging to…  have fun.  avoid flat butt syndrome.  focus on what is best for kids.  let your students know why you (and they) are doing things.  encourage a growth mindset.

EIS History (formerly known as EYA )  History & Vision  Doane College Partnership  3 hours graduate credit (fall)  5 days + projects  Follow-Ups  October 4: Reflection, Engagement, Tech  December 1: Reflection, Vocabulary, Tech  June 4: Reflection, TBD

Series Goals Participants will…  Utilize assessment, reporting, and grading practices based on current research and literature.  Utilize instructional routines and strategies based on current research and literature.  Implement classroom management practices based on current research and literature.

 Introduction  Getting to Know One Another  Overview of EIS 2011 (agenda, materials)  Survey of Perceptions and Knowledge  Reflections on Teaching & Learning  Craft Knowledge Overview  MRL Teacher’s Guide to Reflective Practice  Lunch (12:00)  Social Networking Awareness  Technology Tools  Closing Today’s Agenda

Today’s Objectives You will…  know one another, The Art and Science of Teaching (Marzano, 2006), and the structure of the series.  reflect on current craft knowledge (knowledge, skills, and attitudes) of teaching.  apply tools for integrating technology into your professional practice.

Honoring Thoughts & Keeping Focus Parking Lot Record your questions and comments. We will get to them during the presentation or at the end of the presentation. This can be used in your classroom as a way to allow students to ask questions about the assignment due in class that day.

Surveying Prior Knowledge Fist to Five  Quick responding technique  Survey perceptions, acknowledge consensus, check for understanding  Students show fingers to rate perception / understanding.  Fist – I’ll fight it. Nothing got through. No clue.  Five – I’ll champion the cause. I understand completely.

Previewing the Text Think-Aloud & Word Splash  Think-Aloud as you preview text.  Features  Symbols  Organization  Key words/concepts  Make predictions (brief, revisit later)  Word Splash

Previewing the Text Pre-teaching Vocabulary  Meta-analysis

A bit about the research…  Goal to identify instructional strategies with a high probability of enhancing student achievement for all students in all subject areas at all grade levels.  Meta-analysis  Analyzes of a number of studies (4,000) separate comparisons  Results reported in effect size  The increase or decrease in achievement of the experimental group measured in standard deviation units Classroom Instruction That Works! (Marzano, 2001)

Calling on Students Using Index Cards for Random Selection  Purposeful, Random, Volunteer  Every student has opportunity to be selected, each time.  Equal distribution of student involvement  Eliminates teacher bias  Quick, user-friendly  Can also be used for easy grouping

Calling on Students Variations to Index Cards  Cards  Sticks  Clickers  Random generator  Many others!

Focusing the Class Hands Up When you see my hand up… 1.Raise your hand. 2.Quickly finish your thoughts with your partner or group. 3.Wait for clarification or more directions. We will model different signals throughout the series.

Directions for Interest Circle  Stand in a circle  Move to the center when a topic or characteristic applies to you.  Be ready to name a topic or characteristic that you would be interested in knowing about the rest of the group.

Getting to Know Your Students Interest Circle  Directions  Please tell me what we are going to do when we get started.  Let’s get started.  I played a musical instrument in high school.  I have read a book for pleasure in the last 3 months.  I am an only child.  I have a close relative who is a teacher.  I prefer hard copies of handout as opposed to downloading them myself.  Categories from the group

Getting to Know Your Students Interest Circle  Why did we do the Interest Circle activity?  Get to know students better  Explore learning perspectives  Students see commonalities  Get up and move around  Repeating Directions  Check for Understanding  Another chance for those who may have missed it

Students don’t care what you know, they want to know that you care! Learning is all about relationships. Get to know your students by asking questions.

Changing States As your brain gets numb-er, your brain gets dumber!  changes of mode, task, focus  Pre-adolescents, 5-10 minutes  Adolescents – Adults, minutes  refocus attention  activate other parts of brain  increase blood flow  replenish dopamine level

Getting to Know Your Students Self-Assessment  Take a few minutes to complete the survey.  Your ability to utilize assessment, reporting and grading practices based on current research and literature.  Your ability to utilize instructional strategies based on current research and literature.  Your ability to implement classroom management practices based on current research and literature.

 Introduction  Getting to Know One Another  Overview of EIS 2011 (agenda, materials)  Survey of Perceptions and Knowledge  Reflections on Teaching & Learning  Craft Knowledge Overview  MRL Teacher’s Guide to Reflective Practice  Lunch (12:00)  Social Networking Awareness  Technology Tools  Closing Today’s Agenda

Craft Knowledge Think – Pair – Share (Wait-Time Extended)  Think – What strategies/routines have you observed today that are applicable to your teaching assignment?  Name it.  Describe it.  Say why it’s good.  Pair – Discuss your ideas.  Share – Share one idea when prompted. Record craft techniques that you want to remember!  EIS wiki:

What to Bring  If possible:  laptop  tech log in information  Principles of Learning  curriculum  grading policy  homework policy  tech policies / acceptable use policies

Geometric Closure Ideas that square with my beliefs or current practice three points I want to remember the ideas going around in my head made me wriggle in my seat an action I will take