Today’s Learners, Tomorrow’s Leaders Science 1 – Day 1 1

Contact Information Mike Horton mhorton@rcoe.us 2 2 2

Day 1 Checklist Daily Agenda—Guidelines for the day Attendance Sheets—Please sign every day. Temperature Control—Wear layers. Parking Lot—Q&A Materials Write Path (aqua book) Interactive Notebook Inserts Handouts Feedback card 3

Day 1 Agenda Interactive Notebooks AVID and WICR Cornell Note-Taking Observations and Inquiry Writing Assignments Comparative Analysis 4

Group Norms What do you need to feel comfortable and productive in the classroom? Things to Consider: professionalism side conversations cell phones respect timing breaks 5

Table Tents FRONT OF THE CARD Name # Years Teaching Content Area Personal Logo—A picture that represents your passion for teaching BACK OF THE CARD Name School Location A speed limit sign representing your processing speed One goal to meet during this Institute

Get Acquainted! Using your table tent, introduce yourself to the other participants at your table. Include one unique fact about yourself. Allow one minute for each person to introduce him/herself so the whole table has time to share. 7

Interactive Notebooks Introduction Let’s Get Started Interactive Notebooks are a great way to provide support to your students, enabling them to stay organized and achieve success in the science classroom. 8

Interactive Notebooks Interactive Notebook Cover and Page #s Your cover includes: Science 1 Your name Courses you teach Four illustrations with color Number ALL pages Start with inside cover as page 0, making sure all right pages are odd numbers. 9 9

Team-Building Activity Helium Rods Get into groups of four and obtain a wooden dowel that has been soaked overnight in helium Stand in pairs facing each other Hold your pointer fingers out like fake guns at waist level Balance the dowel on all 8 fingers Without EVER letting the rod lose contact with any finger, lower it to the ground

Student Examples N 10

INB Inserts 1 GEMS of Wisdom Table Contents 2 3 Score Sheet 10-point 1 GEMS of Wisdom Table Contents Preprinted 2 3 Score Sheet 10-point Rubric 4 5 The Left Side Right 11

Brain Processing Activity Brain Processing of Information Auditory Cortex Visual Cortex Temporal Lobe Occipital Lobe Hearing Words Seeing Words Broca’s Area Wernicke’s Area & Frontal lobes Parietal Lobe Describe the regions of the brain and what part of our environment they process. Note that there is overlap like to speak you must process words that were heard or seen. In learning, topics that are processed by multiple parts of the brain will be retained longer than others. “Are you conscious of every sound in the room, or have you tuned some out? Ie projector fan, airconditioner, my voice ” Frontal Lobe Speaking Words Processing Words 12

Interactive Notebook Table of Contents Pg. Date Left side items (even pages)   Right side items (odd pages) N/A Gems of Wisdom 1 Table of Contents 2 Score Sheet 3 Scoring Rubrics 4 Left Side Activities 5 Right Side Activities 6 AVID T-Shirt 7 Huddle Up! 8 9 10 11 12 13 Refer to page 1 in your Interactive Notebook to help you as we glue! 13

Mission of AVID AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. 14

WICR and the Brain WICR strategies utilize multiple brain regions, thus reinforcing learning and long-term retention. 15

WICR – The AVID Way HO pg. 1 16 17

Email/FaceBook/Twitter/Restroom Break Move this slide if you need to… Try to work in 2 breaks per day, about every 60-75 minutes 19

Is it Science or is it Magic? Watch the demonstration that I perform. Is it science or is it magic? If your answer is “science,” you should be able to duplicate the demonstration yourself.

Huddle Up! Collaborative Review AVID Mission and WICR AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. Huddle Up! 3 WICR strategies you already use: 1. 2. 3. 2 Ways to Support Site Team: 1 Topic for Socratic Seminar and 1 Philo. Chairs 7 17

The AVID T-Shirt Summary: brief explanation of your design and slogan Just Do It Page 6: Design a t-shirt that depicts how AVID can change the academic and social culture of your school. Front of shirt: multi-colored picture representing AVID and its mission Back of shirt: slogan to describe AVID to students, staff & parents Summary: brief explanation of your design and slogan The AVID T-Shirt (flap) Artwork About the AVID Mission SLOGAN on the back Summary: 6 18

Interactive Notebooks HO pg. 2 “Interactive Notebook: What Is It and Why Use It?” Read the first paragraph quietly to yourself and number all the paragraphs. 20

Interactive Notebooks What I know about Interactive Notebooks… Interactive Notebooks Write what you know about Interactive Notebooks at the top of page 9. 9 21

Interactive Notebooks Jigsaw Expert Groups Number off at your home group table from 1–5, repeating if there are more than five people at your table. The assigned number represents your expert group. Join others with your number at the assigned tables for expert groups. # Title of Section Assigned: 1 History 2 The What and the How 3 The Student Perspective 4 The Teacher Perspective 5 Differentiating for Student Populations 22

Expert Groups At your expert group table: Silently read assigned portion of the text. Highlight important statements within the passage. As an expert group, discuss highlighted portions, and decide on the top three highlighted statements that best represent the main ideas of the section. At your home group: Share the top three statements with the group, having them highlight as you summarize why they are most important. 23

Script for a one-minute movie preview explaining key notebook points Movie Posters On page 8, create a Movie Poster addressing the Big Ideas below: Essential components of the Interactive Notebook Value to teacher Value to student How it uses WICR Benefit to differentiation Your poster should include the movie’s title, an advertising sketch and a one-minute movie preview. Movie Poster Movie Poster Title Artwork Script for a one-minute movie preview explaining key notebook points 8

Daily Homework Points Movie posters and one-minute previews checked by the presenters during break Possible methods of daily Interactive Notebook check: (Usually done while students are engaged in other activities) - Stamps - Signatures - Initials - Write score onto notebook, then into grade book Discussion: How can you do a quick check in your class? 26

Cornell Notes- Focused Note Taking HO pg. 13 We will now learn about Focused Note Taking 27

Candle Inquiry Video Divide into 5 sections Candle Inquiry Video Materials – List and describe “I WONDER . . . . . .” 11 28 29 29

Candle Inquiry Video Candle Inquiry Video “I WONDER . . . . . .” Materials Lit Candle “I WONDER . . . . . .” Lit Candle with tube “I WONDER . . . . . .” Lit Candle w/ tube & divider “I WONDER . . . . . .” Lit Candle w/ tube, divider, & smoke Pay Close Attention! “I WONDER . . . . . .” Summary 10 11 5 30 30

Summary Prepare a summary (bottom of page 11) using one of the methods below: Make a Venn diagram to compare and contrast observations from any two segments. Create a concept map for the video. Write a quickwrite on the topic, “convection.” Write a cause and effect statement about the addition of the divider in the video. 32

Summary Pyramid Complete the preprinted Cornell Note Pyramid on page 10. Popcorn the answers with the class. Adaptations, evolve! 33

Comparative Analysis Write Path, pgs. 44–46 Comparative Analysis Quickwrite—Take three minutes and write everything you know about the term you have been given. Must have 2 pairs with related terms for this to work. 15 34 33 33

Break 25

Comparative Analysis Write Path, pgs. 44–46 Venn Diagram—Find your partner with the opposite term/concept and together, create a Venn diagram with five points in each area on the top of INB pg. 14. 14 35

Comparative Analysis Write Path, pgs. 44–46 Poetry in Science Find the pair with the same opposing terms as you and your partner. Complete a Diamante poem on bottom of pg. 14 for your opposing terms. (instructions on handout pg. 22) 14 36

Comparative Analysis Write Path, pgs. 44–46 Comparative Analysis Content-Specific Concepts In your content area tables, create and write at the bottom of pg. 15 an exhaustive list of terms for your content area that you could use in your own classroom with this activity. Quickwrite Comprehensive Content List 15 37

Comparative Analysis Write Path, pgs. 44–46 14 15 Venn Diagram Term 1 Term 2 Quickwrite Diamante Poem Comprehensive Content List Reflection: Write Costa’s levels in the margin next to each activity on these two pages. 14 15 38 38 38

Marzano and Best Practices CATEGORY PERCENTILE GAIN Identifying similarities and differences 45 Summarizing and note-taking 34 Reinforcing effort and providing recognition 29 Homework and practice 28 Nonlinguistic representations 27 Cooperative learning Setting objectives and providing feedback 23 Generating and testing hypotheses Questions, cues and organizers 22 Note: Percentile gain is for an experimental group compared to a control group. 39

Effective Instruction Ranked by General Effectiveness Identifying similarities and differences Summarizing and note-taking Reinforcing efforts and providing recognition Homework and practice Non-linguistic representations Collaborative learning Setting objective and providing feedback Generating and testing hypothesis Questions, cues, and advanced organizers Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development. 40 40 40

Effective Instruction AVID employs ALL of the best practices identified by Marzano: 1. Identifying similarities and differences WICR Costa’s Levels of Thinking Interactive Notebook 2. Summarizing and note-taking Cornell Notes 3. Reinforcing efforts and providing recognition AVID Team-building Awards 4. Homework and practice AVID Binder 41 41 41

Effective Instruction 5. Non-linguistic representations Interactive Notebook 6. Collaborative Learning WICR AVID Tutorials Socratic Dialogue 7. Setting objective and providing feedback Goal Planning 8. Generating and testing hypothesis 9. Questions, cues, and advanced organizers 42 42 42

What does the Research Say? e effect sizes). You will be presented with several instructional practices Try to put them in order from lowest effect size to highest 43

GEMS of Wisdom Review AVID Strategies: WICR Differentiation As we review for the day, enter components of WICR onto your GEMS of Wisdom so you have a one-page reference when you return. 44