Transcript CFI Team Presentation - LaGuardia Program Office: The

CFI Team
Presentation
February 2,
2009
Presenters
Laura van Keulen, AP Data & Technology
Emily Lawton, Mathematics
Alex Moore, English
Antonietta Pace, Science
Erik Sudduth, Social Studies
2008-2009 Projects
Continuing Projects from 2007-2008:
-Note Taking
-Writing Style Guide
-Technology
New for 2008-2009:
-Cross Curricular Collaboration
Math Department Meeting
• “Students are not good at taking notes.”
• “This note taking approach should be reinforced at all
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levels and should be taught in all freshmen classes on
the first day of class.”
“There is a misconception that kids should not write in a
math class. It is helpful to ask students to review their
notes to find answers as a means of holding students
accountable. There must be common approaches that
are used by all teachers.”
English Department Meeting
• “Some students try to copy down everything that is
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said.”
“If students do not take notes, they will not be able to
succeed in my class.”
“It is important to impress upon students the importance
of being able to take good notes in college.”
Designing Lessons to Meet Students’
Needs – Feedback Forms
• The workload for our class was _________.
a) 5% very or somewhat light
b) 95% somewhat or very heavy
• The instructor treated us as if we were _________
intelligent than we are.
a) 7% less
b) 93% more
Note Taking: Further Development
• Teacher: Mr. Moore
• Student Population: the bottom 50% of the teacher’s E1
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classes according to eighth-grade ELA exam scores
Goal: Students will improve their ability to synthesize
information, which will be demonstrated by an increase
of one point on a ten-point rubric on our Regents-based
note taking assessments.
Note Taking: Further Development
% Change from Baseline to Second Assessments - 2008-09
70
60
Accuracy
50
Organization
40
Accuracy
Focus
Organization
Deeper Meaning
Average
30
Deeper Meaning
20
Average
10
0
1
Focus
-10
Note Taking: Wider Implementation
• Teachers: The Note Taking Team (NTT)
– One teacher from each of the following departments:
• English
• Mathematics
• Science
• Social Studies
Note Taking: Science
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Lesson plan #4: Using Notes in Science (Ms. Pace)
Reason for Lesson: The science educator noticed that students were not successfully focusing on what they needed to know in order
to succeed on course assessments, such as examinations. The studying of many students was not focused. In order to address this,
Ms. Pace decided to teach students how to use their notes to create a study sheet that would then help them to prepare for an
examination.
Aim: How can I organize my notes into a study guide?
Instructional Objectives:
Students will understand the value of good note taking.
Students will learn how to extract the salient information from their notes and organize it into a study guide.
Performance Objectives:
Students will begin to create a review sheet in class.
Students will earn higher grades on the next examination.
Materials: transparency with skeleton with the beginning of a sample review sheet, review sheet forms for students to begin to
complete
Procedure:
Hook
3 minutes
Explain to students that the lesson today needs to be taught because of the strengths and
weaknesses of the students in the room: Several of them need to develop this skill of
synthesizing and reorganizing information in order to create helpful study guides (data-driven
instruction).
Modeling
10 minutes
Use the overhead projector or laptop projector to demonstrate the beginning of an effective
study guide. Elicit student responses to fill in the beginning of the guide.
Pair Activity
20 minutes
Students use their notes and work in pairs to fill out a worksheet that will act as a sample
study guide. This is submitted at the end of the period but will be returned before the test.
Summary and Share Out 7 minutes
Students share their experiences and explain how they were able to create review sheets.
The educator reminds students of the procedure that can be followed to use notes to create a
study guide.
Homework: Use your notes to create a review sheet for the upcoming test.
Cross Curricular Collaboration
• Teachers:
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– two teachers of American Literature
– two teachers of U.S. History
– Additional academic and studio teachers
Teachers will produce new ideas for cross curricular
collaboration in today’s workshop.
Writing Style Guide: Student Benefit
• Time is measured the same way in English and social
studies classes. A fourth of a note in a music course has
the same meaning as a fourth of a pizza in a math course.
Do paragraphs in English, social studies, and drama classes
share anything in common?
Dali, Salvador. The Persistence of Memory. 1931. Museum of Modern Art,
New York. 30 Jan. 2009 <http://cord.rutgers.edu/stemcellcourse/20050521-dali-clock.jpg>.
Writing Style Guide: Further
Development
• Members of the CFI Team will
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present the Style Guide to each
academic department on
February 23. We will then
facilitate discussion and collect
feedback in preparation for
future revisions.
We will encourage the use of the
guide in classrooms.
Writing Style Guide:
Successful Implementation
• Teachers from several
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departments will design lesson
plans to introduce the Writing
Style Guide to students in each
discipline.
The Guide will be offered online
and cost no money to produce.
Writing Style Guide:
Recent Developments
• We added new information.
• We asked for feedback from the
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APs.
We are piloting this Guide with
four groups of ten students in
different academic disciplines.
The members of the CFI Team
will distribute the guide and ask
each student to keep a feedback
log throughout February and
March.
Technology
• The CFI continues to celebrate teachers’ effective use of
technology in the classroom. We recently promoted
intervisitations in classes where teachers are using Web
sites, SmartBoards, and other modern teaching tools.
• Today’s workshops will equip educators with information
about new technological resources that allow us to more
accurately assess student understanding and adjust our
teaching accordingly.
THE END
(Please applaud now.)