Summer 2012

 Leslie Grahn  Shavon McCown  Patty Otero  Janet Yarn

Participants will deepen knowledge and explore strategies for  knowing their learners  engaging their learners  leading the learning in their classroom  assessing the learning of their students.

 Indicator 4A: Communicates Clearly and Accurately  Indicator 4B: Uses Questioning and Discussion Techniques Effectively  Indicator 4C: Engages Students in Learning  Indicator 4D: Provides Effective Feedback to Students  Indicator 4E: Demonstrates Flexibility and Responsiveness

 Participants will ◦ Explore tools and strategies for knowing learners ◦ Reflect on ways to use learner profile data in planning ◦ Deepen knowledge about student engagement ◦ Analyze lesson plans for student engagement.

 Indicator 4C: Engages Students in Learning  Indicator 4E: Demonstrates Flexibility and Responsiveness

1.Complete the learner profile for yourself. 2.When given the signal, introduce yourself to others to find out if you share similar characteristics. 3.Make connections between this activity and our course.

V V V V V V Vision of Exemplary Teaching for Student Learning “All Students Can Learn” Knowing The Learner WHO? Knowing the Curriculum & Content WHAT? Knowing the Curriculum & Content WHAT? Knowing the Pedagogy HOW? Knowing the Pedagogy HOW? Personal Development Cognitive Development Social Development Knowing Myself and My Influence on Learners Knowing Myself and My Influence on Learners

Knowing the Learner

Student characteristics Readiness Interest Learning Profile

Class Intelligence Profile Summary.xls

What advice do you have for the instructors based on our group profile?

How might you respond to this data in your delivery of instruction for a particular unit?

 Talk about ways you can respond to the data in lesson planning and building relationships with students during that particular unit.  What did doing this activity make you think about?

“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)

 Supportive learning environment  Continuous assessment  High-quality curriculum  Respectful tasks  Flexible grouping

Classroom elements Content Process Products Learning Environment/ Affect Assessment

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

 Teacher Assigned  Student Chosen  Random determined by: Readiness Interest Learning profile

From the work of Spencer Kagan

 Task is usually a project  Some students do more work and take most responsibility  Some students are ignored by others in group  Some students feel success, others feel frustration  Each student cares most about what he/she learns and what grade he/she receives  Task may be a project, brainstorming, problem solving  Shared work and responsibility  Participation of all students is encouraged  Each student’s ideas and work are valued  Students care about group learning

 Teams  Will to Cooperate  Cooperative Management  Skill to Cooperate  Four Basic Principles  Cooperative Structures

P ositive Interdependence I ndividual Accountability E qual Participation S imultaneous Interaction

Using your data from this morning, consider flexible grouping opportunities for these students.

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

A. Is it about entertainment? Is it about attention? B. What does an engaged classroom look and sound like? C. How does an engaged student look and act? D. What does engagement look like in a lesson plan? Choose one question as your focus for this segment.

Think about the most engaging activity you have ever experienced in a classroom setting. How many of the qualities did that activity have?

 Rapid fire Inspiration web

Use your Engage- O-Meter to measure how engaging it is.

At each station, you will 1. Analyze the lesson using your checklists. 2. Use small stickie notes to leave warm and cool feedback for the “teacher.”

Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work. Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.

 Using the lesson you brought, analyze it for knowing the learner and engaging the learner.  Explore the links for strategies to enhance your lesson ◦ Tools for knowing the learner ◦ Differentiation strategies ◦ Grouping strategies ◦ Engagement strategies ◦ Technology tools  Be prepared to share your lesson and the enhancements you made.

Summer 2012