Effective Instruction Series 2012-2013 ~~~~ July 31 – Aug 3 Oct 18 Dec 11 Welcome to ESU 6! EIS 2010

Bell Ringer Returning Participants New Participants Review your Craft Knowledge record. Select one strategy especially important and relevant to your professional practice. Share Briefly explain craft knowledge to new participants Share with table group Prepare to introduce yourself Name School Teaching Assignment (grade level, subject) Years of Experience

Bell Ringers “class introductory strategy that asks the learners to recall information that was previously learned” Criteria Based on previous learning Occurs (briefly) at beginning of class / lesson episode Actively involves learner Additional Information Short in duration (5-15% of overall activity) according to APL May be longer after a break (i.e., Mondays, return from longer break, etc.) Contributes to focus, retention, and transfer Let students know why (focus, retention, practice essential information) (Sharer, Anastasio, & Perry, 2007, p. 68) APL EIS 2010

Bell Ringer Craft Knowledge Project Demonstrate understanding of a craft technique using a tech tool. Name it Describe it / Exemplify it Say why it’s good Apply it to your context

Training Overview EIS 2010

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.

Today’s Agenda Instructional Strategies & Routines 12:00 Lunch Learning and the Brain Lesson Structure Reminder & Resources Active Participation Techniques 12:00 Lunch 12:45 Instructional Strategies & Routines (cont.) 1:15 Craft Knowledge Project 2:30 Closing

Today’s Objectives You will… Identify and explain research-based ways to boost retention Apply active participation techniques to engage more students more often with more purpose Discuss the role of curriculum and clear learning targets

Parking Lot 5-4-3-2-1 Countdown, Hands Up, Clap Once… Clock Partners Today’s Routines Parking Lot 5-4-3-2-1 Countdown, Hands Up, Clap Once… Clock Partners

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. EIS 2010

Focusing the Class 5-4-3-2-1 Countdown 5—start finishing sentence 4—well on way to finish sentence 3—sentence is over 2—look at people still talking 1—look harder at people still talking 0—talking magically stops  Note Marzano’s less-than-positive reference to this strategy (overuse of it!) EIS 2010

Focusing the Class Clap Once… Teacher: Clap once if you hear my voice. Students: (clap once) Teacher: Clap twice if you hear my voice. Students: (clap twice) Repeat if necessary. EIS 2010

Student Grouping Clock Partners Provides efficient, varied partner groupings Provide Clock Partners template. Designate partners for each time. When prompted, students quickly find designated partners. Let’s set up partners for 12:00, 3:00, *6:00, 9:00! Important Ideas: Use different times to set up types of partnerships & regular routines 12:00 is “Homework Partner” (responsible for getting assignments & handouts when partner is absent) Interest (something in common) & Readiness (pair low with gracious middle) Student Choice (comfort) Variation: Vocabulary Clock Partners, shapes, corners of the room, etc. Place essential vocabulary words around the clock. When the students meet, they begin by sharing their understanding of the word before addressing the teacher’s prompt. *6:00 Partner – One of the pair must have a cell phone and be willing to use texting! EIS 2010

Student Grouping Clock Partners State Change is the intentional teaching action of periodically varying the students’ mode, task, or focus. Find your 12:00 clock partner. Discuss the value of state changes. Share state changes possibilities.

As your body gets numb-er, your brain gets dumber! Changing States As your body gets numb-er, your brain gets dumber! changes of mode, task, focus Pre-adolescents, 5-10 minutes Adolescents – Adults, 10-20 minutes refocus attention activate other parts of brain increase blood flow replenish dopamine level Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you? Brain Breaks/Synapses (Judith Willis) Brain Rules (Medina) Change activates and turns on different parts of the brain. Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time. Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild. Brain breaks (synapses) help to replenish. EIS 2010

What is one of the most important factors affecting student achievement? Find your 6:00 Partner. Answer the question by texting your response(s). Please return to your seat. Insert PollEverywhere or Linoit Link!

The last category, 78% is important because we can not expect all teachers to be highly effective but we can create a high effective school. Read aloud p. 5 from “The individual…” to “..two decades ago.”

“One Person Can Make a Difference.” You DO make a difference! Make sure it’s a good difference. EIS 2010

Wrap-Up Talk a Mile a Minute Questions for Dr. Breed Invite mentors/administrators for Friday What to Bring Exit Ticket: Hand – Heart - Foot EIS 2010

Craft Knowledge Interaction Sequence Chunking Information Yes-No-Why Choral Response On-the-Clock

Craft Knowledge 10-2 (or 5-1) Ratio Bell Ringer Closure Change States Response Boards / Cards / Slates

Wrap-Up Talk a Mile a Minute Questions for Dr. Breed Invite mentors/administrators for Friday What to Bring Exit Ticket: Hand – Heart - Foot EIS 2010

What to Bring If possible: laptop grading policy homework policy Wikispaces account EIS 2010

Head, Heart, Foot Close Something you thought differently about regarding (the topic)… Something you felt today… Something you will do, based upon the information shared … York Secondary (6-12), Differentiation 9.29.08