1. CIC: January TOT for Mentor and BT Forums “ It’s all about student achievement.” Vanessa Nieto-Gomez vnietogo@houstonisd.org Jean Duffey jduffey@teacher-mentors.com

2. January Forum #3 Using Stories and Picture Rubrics CIC:

3. Connecting Forum Structure Part A

4. Agenda Connecting Activity Using Stories to: -connect to students and inspire -assist with memorization -engage through entertainment -self-guided learning Using Picture Rubrics to Teach Procedures Announcements Closing

5. Outcomes Know how to use stories in lessons to enhance learning Understand the effectiveness of using picture rubrics to teach and reinforce procedures

6. Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

7. Sharing Your Experiences Think of a break-through moment you had with a student or an academic success your students experienced since our last forum. Share with your partner or small group and be prepared to share with the whole group.

8. Learning Forum Structure Part B

9. Using Stories to Enhance Learning

10. Stories help students learn, because they are entertaining and engaging, because they provide a concrete context in which to place abstract ideas, and because stories help them remember what was learned. Stories help students connect with their teachers. Stories can make ideas real. Knight, Jim (2013); High Impact Instruction. Stories that Connect to Students and Inspire

11. What Does Hannah Grant’s Story Achieve Read the narrative of the story Hannah told her middle school art students. Think about what Jim Knight says in the above slide and discuss with your partner or small group the effect Hannah’s story had on her students and how she connected to students and inspired them. Be prepared to share ideas to be charted.

12. Stories that Assist with Memorization An example of anchoring an abstract concept in concrete context is given in an episode of WKRP in Cincinnati. The D.J., Venus Flytrap, is talking with Arnold, a young man who works at the station. Arnold is discouraged and wants to drop out of school because he can’t learn the parts of an atom. Venus makes a deal with Arnold that if he can teach Arnold the basics of an atom in two minutes, then Arnold has to stay in school. Arnold doubts Venus, and accepts.

13. WKRP in Cincinnati https://www.youtube.com/watch?v=gH7rfrD6aDA

14. Stories Make Learning Sticky A story is powerful because it provides the context missing from abstract prose. It’s the Velcro theory of memory, the idea that the more hooks we put into our ideas, the better they’ll stick. This is a role that stories can play – putting knowledge into a framework that is more true to our day-to- day existence. Heath and Heath (2007); Made to Stick.

15. Create a Sticky Story Work with an elbow partner to create a story that helps with memorization. Suggestions: Parts of Speech: Noun, Verb, Adjective Order of Operations: Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction Isolate the Variable to Solve Equations: Multiply, Additive Inverse, Divide Order of the Planets from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Constellations in the night sky

16. Stories that Engage through Entertainment There is no shortage of research and writing on the value of entertainment in learning. However, when the entertainment includes story-telling, learning increases surreptitiously. “When story-based entertainment is incorporated in learning, the learning objectives are achieved almost by stealth.” (P. Chatterjee) Nobody does this better than Sesame Street.

17. Count Dracula’s Vocabulary Lesson https://www.youtube.com/watch?v=TJxKvwMIVtA

18. Engagement is primarily determined by the level of retention, level of learner involvement, and level of satisfaction with the learning. All of these also seem to be identified as the reasons why entertainment is required in learning. The relationships between entertainment and engagement seems to emerge strongly, and the strongest common factor is the retention of the learning. - Chatterjee, P. (2010); Entertainment, Engagement, and Education Entertainment, Engagement, And Retention

19. Other Forms of Entertainment that Engage Learning Consider Chatterjee’s statement in the previous slide about engagement being determined by the level of retention, learner involvement, and satisfaction with learning. Discuss with your table mates what other forms of entertainment might engage students to those levels. Be specific about which games, toys, shows, you-tube videos, etc. meet the standard. Be prepared to share out for charting.

20. Student-Created Stories Our brains become more active when we tell a story and even more-so when we create a story. Not only are the language processing parts in our brain activated, but any other area in our brain that we would use when experiencing the events of the story are activated as well. Widrich, Leo (2012); The Science of Story Telling

21. Create the Story Which object is most damaged; the car, the truck, or one of the trees? Use the science TEKS of force, motion, and energy to tell why.

22. 8 th Grade Science TEKS Force, motion, and energy: The student knows that there is a relationship between force, motion, and energy. The student will investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action- reaction.

23. Create and Tell a Story As a table group, create a story based on the drawing and TEKS from the two previous slides. Be sure to include the relationships of force, motion, and energy. Choose a presenter to tell the story, which should take two minutes or less. Discuss how students are more engaged and learn more when they create and tell their own stories rather than listening to a story that is created and told by someone else.

24. Stories “Sometimes a person needs a story more than food to stay alive. That is why we put these stories in each other’s memory. This is how people care for themselves.” -Barry Lopez

25. Using Picture Rubrics to Teach Procedures

26. Compliance vs. Cooperation Students are full of hopes and fears, responsi- bilities and relationships; only some of these are related to school or the classroom. Students are often more focused on friendship and alliances in the classroom than on teacher expectations or directions. All of this causes distractions and or elicits misbehavior in school. Understanding and having empathy for the wider scope of life’s influences allows us more easily to guide students in the right direction, without confrontation or escalation. This spirit of compassion manifests in cooperation from the students, rather than simple rote compliance, and colors every aspect of teaching and learning.

27. Photo Rubrics and Visuals Rick Smith: Author of Conscious Classroom Management and Picture This! Keynote Speaker at New Teacher Academy Teach common procedures and routines you use in your classroom using photos and rubrics

28. A scoring tool that lists the criteria for evaluation and success Information is condensed into simple words, numbers, or images. What is a Rubric

29. Teaching Procedures Break things into parts Address students’ learning styles focusing on kinesthetic and visual approaches Teach, reteach and review Write procedures into the lesson plan

30. A Lesson Plan to Teach Procedures www.Consciousteaching.com Click on FREE RESOURCES Click on Shared Documents and Images Click on Procedures Lessons with Images- Secondary Open Beginning of Class Procedures Review the lesson plan and visual rubric

31. Elementary Rick Smith – Picture This! Starting a ClassMaterials Set-up

32. Elementary Readiness to Learn Rubric 2 1 4 3 5

33. Staying on Task 1. Circulation Ring Components 2. Circulation Ring 2. Circulation Ring Used By Teacher

34. Students Finishing Early

35. Learning Student’s Names Flashcard FrontsFlashcard Backs

36. Clarifying Steps in Projects Step 1: Use the Microscope Step 2: Use the Scale Step 3: Record Your Data in Your Lab Notebook

37. Lining Up Rubric 2 1 3

38. Books on Shelves YE S NO

39. Putting Supplies Away Match sink to photo

40. Transition to Cafeteria

41. Other Non-Verbal Signals Sound Signals - Use several sound signals, each for a different procedure. Music for transitions - Use the same song for the same transition, each time. Hand signals – Use American sign language, or signals that students develop.

42. Students do what needs to be done in a fun and efficient way Saves your voice No confronting students Visual and Rubrics to Teach Procedures

43. Formula for Teaching Procedures Determine what procedures are needed Break them into simple steps Teach them visually, orally, and/or kinesthetically Check for understanding Practice them Reinforce them Periodically review them

44. Procedures Precedes Content First teach content-free teaching of procedure Then use procedures with content in the lesson: During a discussion, teacher says, “Yes Sally. Thank you for raising your hand (procedure). What is your comment (content). Periodically reinforce/clarify procedure steps even when there is no obvious reason (proactive before natives get restless!) Teach a minimum of two procedures per class for secondary teachers, or 1 per lesson for elementary teachers. Hold students accountable for using the procedure.

45. Reflection on Practice Describe the beginning/end of a typical class or lesson in your room. How might this time be used more effectively? How might you teach the procedures you want to see. How well do your students work in small groups? What works well and what does not? How might you teach the procedures you want to see? What specific practices can you take back and use with your students?

46. Time for Practice Brainstorm possible moments during the day to implement a well defined procedure (students entering the classroom, materials set up, cleaning up,) Decide the criteria for successful implementation Share ideas with a partner Practice teaching procedure with partner

47. Managing Forum Structure Part C

48. Announcements Ask BTs if mentors have completed eLEARN tasks with them BTs need to verify mentor’s MAS entries. Verify only if the task occurred (provide pathway) Other announcements pertinent to your campus BTs

49. Closing Forum Structure Part D

50. Reflecting on the Learning Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? Will you use anything that has been addressed in this learning?) What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

51. Mentoring Activities Survey Which activities have you completed with your mentor? Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together.

52. Managing Forum Structure Part C

53. Discovery of BT Needs by CIC Examples of what might be listed by CIC : Lack of mentor entries in MAS BTs concerned about upcomingTELPAS procedures

54. Continue to Remind BTs: What, When, and Where

55. To Comply with ACP Requests Log on to MAS Click on Reports from the left navigation menu From Report dropdown menu, click on Mentor Activity by Date Set start date (end date is always current date) Click run report (bottom right of screen, you may need to scroll down) Ribbon at the top EXPORT dropdown Change SELECT Format to EXCEL or PDF (formatted information is better if you choose EXCEL). Click export link to view report

56. Instructional/Testing Dates Examples of what might be included : EOY Math and Reading District Assessments District Bench Mark Assessments ( Continue to generate campus specific dates / topics )

57. Dates/Deadlines for Mentors Training requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to http://houstonisdpsd.org/pd/step/mentors. http://houstonisdpsd.org/pd/step/mentors Click on Documents Open September 4, Mentor Training, Stipends, and MAS Activity (Note January face-to-face training will be January 23 rd, register TT3300) 100% MAS documentation and training completion required for stipend payment

58. Registering for On-Line Courses Enroll in the course via eTRAIN. Note the start-date of the course. Log on to the HUB. Look for your course in the GO TO drop down menu or in COURSES (drop down SHOW: click on ALL) All online courses, will close the Friday before spring break.

59. Closing Forum Structure Part D

60. Reflecting on the Training Complete the CAL Survey: What’s working? (What is going well so far this year in your role as a mentor?) What are your challenges/concerns? (Have there been any challenges or concerns that have not been easy to address or to solve?) What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?) What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?)

61. Training Survey Indicate on the CAL Survey the applicable courses you have completed. - Check the boxes for the completed courses. - To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.

62. Closing (CIC) Forum Structure Part D

63. Reflecting on the Training Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? How will you use what has been presented in this training?) What can I do for you? (What kind of continued or additional support would you like from Vanessa and Jean?)

64. Accountability Check-In Indicate on the CAL Survey (Check-In) the tasks that you have completed. Completed mentor/mentee relationships in MAS Documented conference with BT on One-on- One Conference sheet Visited BTs and documented on BT/Mentor Assignments and MAS Monitoring sheet Sent letter informing mentors of training requirements Informed BTs of Campus Forum #1 date Informed Mentors of Campus Forum #1 date