1. 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 Welcome to ESU 6! Effective Instruction Series 2013-14 ~~~~ July 23 – July 26 Oct 15 Dec 5

2. Objectives Participants will have an understanding of who is in the "Class of 2013” the importance of building relationships with students. "Students don't care what you know until they know that you care.” the structure and goals of the "Effective Instruction Series." "The Art and Science of Teaching" as a framework for teaching techniques and instructional strategies. Google technology and ways to use Google applications in the classroom.

3.  Introduction  Getting to Know One Another  Survey of Perceptions and Knowledge  Overview of EIS 2013 (agenda, materials)  Sign into Google and Blogger  Group Picture  Lunch (12:00)  Reflections on Teaching & Learning  Marzano Model Overview  Video Self Reflection  Self Assessment  Goal Setting  Social Networking Awareness  Technology Tools  Closing Today’s Agenda

4. Getting to Know Each Other Creating a Name Tent 1.Fold the paper in half hamburger style 2.On the open end approximately 1 inch from the bottom fold the paper to the middle or inside. (This creates the bottom) 3.In the boxes provided, write your name, school and what you teach.

6. 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

7. 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.”

8. Getting to Know Each Other 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.

9. Calling on Students Using Index Cards for Random Selection name teaching assignment school years of experience “best hope” & “worst fear” for teaching this fall Please submit your index card.

10. Does this look familiar?

13. Ever Felt Like This?

17. 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

18. Calling on Students Variations to Index Cards  Cards, Sticks  Clickers  Random generator  Apps  e.g., Pick Me!, Stick Pick, Teacher’s Pick  Talking Chips  Many others!

19. 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.

20. 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.

21. 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 have an account for Facebook, Google, Twitter, Wikispaces…  Categories from the group

22. 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

23. 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.

24. Changing States As your brain 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

25. Favorite Class  What was your favorite class in high school?  Will you be teaching your favorite class next year?  Fist to Five  Did you do well in school?  Did you enjoy school?

27. Do You Remember a Teacher Who Made a Difference For You?  63% of adults in a poll remember a teacher who changed their lives  Almost half of those polled remember a high school teacher.  Women were more likely to remember an elementary teacher who changed their lives.  What characteristics did that teacher have? IPSOS. (2005 August 16). AP/AOL poll: People have a love-hate relationship with math, the most unpopular of school subjects, especially among women. Available http://www.ap-ipsosresults.com/

28. Think-Write-Pair-Share  Think about:  Characteristics of a good teacher.  Write about:  Characteristics of a good teacher.  Pair:  with someone from a different table to share.  Share:  One characteristic of a good teacher is…

29. Getting to Know Your Students Self-Assessment with Google Forms  We are going to pose some questions.  opportunity to input your current perceptions  We will review & discuss results.  Be ready to explain or defend what you believe.

30. 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.

31. Educational Service Unit #6  About Us  Toby, Lenny, Lynne, Jill, April, Tammy  ESU 6  What? Where? How?  Refuse & Recycling  Inclement Weather  www.esu6.org, Facebook, Twitter, Wikispaces, etc. www.esu6.org  Payment/Reimbursement  Be sure to sign in each day!

32. 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.

33. 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. )

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

35. 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.

36. EIS History & Vision (formerly known as EYA )  History & Vision  Doane College Partnership  3 hours graduate credit (fall)  5 days + projects  First Semester Sessions  October 15: Reflection, Engagement, Tech  December 5: Reflection, Vocabulary, Tech

37. 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.

38. Training Overview  Tuesday July 23  Introductions, Overview of EIS, Marzano Model, Tech Tools  Wednesday July 24  Brain Based Learning, Routines, Tech Tools  Thursday July 25  Homework, Grading, Classroom Management, Tech Tools  Friday July 26  Keynote: Dan Ernst, NCSA, District Conversations, First Day Planning  Tuesday October 15  Reflection, Goal Setting, Engagement, Tech Tools  Thursday December 5  Reflection, Goal Setting, Vocabulary, Tech Tools

39. Google and Blogger  Sign into school Google account  Sign into blogger (set up profile, privacy settings, etc.)  Collect URLs via Google form and post on wiki  Reflect on Intro and overview  What are your greatest hopes for EIS 2013?  What are you wondering about?  Record any other questions or comments.

40. Group Picture

41. Marzano Overview

42. Surveying Prior Knowledge Fist to Five  Robert J. Marzano 1.Who? 2.Sounds familiar 3.Know the name, read a book 4.Have studied his work extensively 5.You mean Bob? Yeah, we’re FB friends.

43. 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.

44. The Art and Science of Teaching  Meta-analysis  Ten Design Questions

45. 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)

46. Objectives  Provide an overview of the model  Discuss the need to have a common language of instruction  Generate examples from teacher practice  Resources can be accessed at: http://tobyboss.wikispaces.com/home

47. Craft Knowledge  Name it.  Describe it.  who, what, when, how  Say why it’s good.  why “…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.” (Burney, 2006)

48. Thinking about instruction…  List two or three successful strategies that you use with your students.  Examples  Inside/Outside Circle  15 to 25

49. Expert Perceptions Richard Elmore  Education is a profession without a practice.  We haven’t developed a clear sense of what we do, and how it relates to our core mission.  It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom.  We need a systematic answer to the question of how we do what we do.

50. The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

51. The Art and Science of Teaching Ten Design Questions – What will I do to: 1.establish and communicate learning goals, track student progress, and celebrate success? 2.help students effectively interact with new knowledge? 3.help students practice and deepen their understanding of new knowledge? 4.help students generate and test hypotheses about new knowledge? 5.engage students? 6.establish or maintain classroom rules and procedures? 7.recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? 8.establish and maintain effective relationships with students? 9.communicate high expectations for all students? 10.develop effective lessons organized into a cohesive unit?

52. Why do we need a common language of instruction?  Provides a method to talk about instruction  Provides a way to name, share and replicate strategies  Provides a framework for reflection and goal setting

53. Art and Science Form

55. Background  People are motivated by three things  Purpose  Autonomy  Mastery  (Robert Marzano and Daniel Pink citing Edward Deci)  Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano)  Teaching is complex and takes about 10 years to master

56. Presumptions  Teaching is complex  The model should be “robust” enough to capture this complexity – 41 strategies  Teachers need not do them all  Gains are incremental - get better at a few each year  Feedback using a common language of instruction is critical

57. Lesson Segments  “Thin slices” of instruction  Those involving routines  Those involving content  Those enacted on the spot

58. 1.Learning Goals and Feedback 2.Interacting with New Knowledge 3.Practicing and Deepening 4.Generating and Testing Hypotheses 5.Student Engagement 6.Establishing Rules and Procedures 7.Adherence to Rules and Procedures 8.Teacher-Student Relationships 9.High Expectations Page 7, The Art & Science of Teaching The Art and Science of Teaching

59. Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS 59

60. Lesson Segments  “Thin slices” of instruction  Those involving routines  Those involving content  Those enacted on the spot

61. Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES The Art and Science of Teaching Routine Segments

62.  Communicate learning goals  Track student progress  Celebrate success  Establish classroom rules and procedures  Organize the physical layout of the room

63. Discuss  What are examples of routine segments from your practice?  How do you:  Communicate to students the learning goal?  Establish and teach procedures?  Provide feedback?  Celebrate?  Organize the room?

64. Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS 64

65. Content Segments  Interact with new knowledge  Practice and deepen content  Generate and test hypothesis

66. Discuss  What are examples of content segments from your practice?  How do you:  Introduce content?  Practice content?  Provide projects to apply content?

67. Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures On the Spot Segments 67

68. On the Spot Segments  Student engagement  Adherence to rules and procedures  Teacher –student relationships  High expectations

69. Discuss  What are examples of on the spot segments from your practice?  How do you:  Engage students?  Address adherence to rules?  Build relationships?  Communicate high expectations?

70. Thinking about instruction…  List two or three successful strategies that you use with your students.  Discuss where you would find these strategies in the Marzano Model

71. Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS 71

72. Resources  http://marzanoresearch.com/site http://marzanoresearch.com/site  http://esu6mrl.wikispaces.com http://esu6mrl.wikispaces.com  http://esu6craftknowledge.wikispaces.com http://esu6craftknowledge.wikispaces.com  ESU 6 YouTube: http://www.youtube.com/user/esu6pdhttp://www.youtube.com/user/esu6pd

73. Incremental Improvement  It takes deliberate practice to over the course of 10 years to be an expert  Teachers need not do all the strategies – not only one way to teach – it’s complex!  Choose one or two for improvement with deliberate practice  Goals for improvement should be set at appropriate stages (yearly, semester, quarter)

74. Expectations  Prior to the October 15 session:  Capture 20 minutes of instruction on video  We have iPods for checkout  Self assess the video on October 15  Set one to two goals  Full participation  Attend all sessions  Complete all activities  Receive a device or other equivalent PD – this is to be designed with the building principal

75. Blogger Reflection  Reflect on the MRL Instructional Model and the notion of goal setting and improvement.

76. Technology Tools  Social Networking Awareness  Tools & Accounts  Google+ and hangouts.  Create EIS community and invite participants to join.  Technology Tools & Awareness TIG web site http://esu6tig.wikispaces.com/http://esu6tig.wikispaces.com/

77. Day 1 Wrap-Up  Craft Knowledge  Parking Lot  Questions for Dr. Breed  What to Bring  Invite mentors/administrators for Thursday  Exit Ticket: Geometric Closure

78. 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: http://esu6eis.wikispaces.comhttp://esu6eis.wikispaces.com

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

80. 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