Transcript Appalachian Teacher Partners

Appalachian Teacher Partners
Appalachian Math Science Partnership
March 25, 2010
We will begin at 9:01
Group Norms
• Place cell phones on silent or
vibrate
• Come prepared for each
meeting
• Listen actively as others are
speaking
• Avoid sidebar conversations
• Respect and solicit opinions
• Rule of 2 feet
Review of January
Debrief
Intro & Ch.1
Deconstructing
Standards
Breakouts
Where to today?
Teaching Reading
In Science & Math
Formative
Multiple Choice
Questions
Breakouts
Debrief of
Ch. 2-3-4
Talk A Mile A Minute
Math and Science Terms A
HYPOTHESIS
DIVIDE
MOTION
GEOMETRY
EXPERIMENT
Math and Science Terms B
VARIABLE
SUM
BIOLOGY
LAB REPORT
TRIANGLE
Teaching Reading in
Math and Science
• Learning Targets
– I can explain why
vocabulary
development is
important in math or
science.
– I can identify the steps
necessary to plan
content vocabulary
instruction.
Teaching Vocabulary
• Complete the prereading guide.
• In the section, “The
Role of Text
Features”, read the
sub-section “Text
Features: Vocabulary”
• Complete the reading
guide as you read.
What does research say?
• Students need to be
exposed to a word at
least 6 times before they
have enough experience
to recall its meaning.
• Focus vocab instruction
on words that are
CRITICAL to new
content. Achievement
can increase as much as
33%.
• No single method of
instruction will result in
optimal learning.
• Flexible vocab instruction
respects students’
diversity.
• The chances of
learning a word in
context is 19% for
high ability students
and 8% for low
ability students.
• Multiple methods and
contexts ensure repeated
exposure and aid
learning.
3 Tiers of Words
• Essential—These are the words that are
CRITICAL to understanding the content. These
words must be EXPLICITILY taught during the
unit—10-12 wds max.
• Nice to Know—These are content words but
ones that do not require explicit instruction for
understanding.
• Supporting—These are non-content words but
are necessary for student success such as
summarize, analyze, evaluate, etc.
Warning! Warning! WARNING!
• Word Search is the
Kiss of Death for
students with dyslexia
and/or reading
difficulty. No
research supports its
use!
For Next Time
• Read the Frayer
Model strategy and
decide how you would
like to use this with
your students.
• At the next meeting,
bring some student
samples and be
prepared to share
pros and cons of this
strategy.
Please Reflect
Line Up!
• Without talking, line
up as directed from
the most recent high
school graduate to
the oldest graduate.
• Wait for further
instructions.
Looking at the Old World
• Discuss with your partner:
– What did you read that was most like your
high school experience?
– What did you read that was a dramatic
difference from your high school experience?
– What was missing from your high school
experience (as a learner)?
– What can be changed to make current and
future students’ experiences better?
Table Talk
• Refer to your reading
guide for Chapter 2 of
The Global
Achievement Gap.
• Discuss questions 2
and 3
Carousel Activity
• We will work as 4 groups of 4 people each (1 grp of 5)
– ABCD
• Your table will use the color of marker designated above
to record your responses to the question on your chart.
• Ex. A = green, B = red, C = blue, D = black
• When the time ends, rotate the chart to the next table.
• Ex. A to B, B to C, C to D . . .
• Read the new question, read the previous responses,
and either develop new ideas or expand on existing
ideas as quickly as possible.
• Summarize the responses when they arrive back to your
original station.
New Motto
• Singapore’s motto is “Thinking
Schools, Learning Nation,” pg. 76.
• Kentucky’s is “Proficient and
Prepared for Success.”
• Is this accurate? Will this help our
students compete globally?
• Based on your reading so far,
propose a new motto or defend
your current one. (TN and VA did not have
one)
• Work with members from your
state to develop/defend a motto.
Be prepared to share with the
group.
The Global Achievement Gap
• “I have never let my
schooling interfere with
my education.”
– Mark Twain
• “The future ain’t what it
used to be.”
– Yogi Berra
The Global Achievement Gap
Chapter 3: Testing 1, 2, 3
Final Word Dialogue
• Select 2-3 items from chapter 3 that you highlighted
• In groups of 4, person A (person who traveled the
farthest) names one of their highlighted items with no
comment.
• Round-robin, starting from Person A’s right, each
participant comments on the item.
• Person A gets the final word.
• Pattern continues until each person has a turn.
• As a group, summarize the conversation and draw a
conclusion. Be prepared to share with the whole group.
Chapter 4: Reinventing the
Education Profession
• Scan chapter 4 and your reading guide.
• Write your 3 ideas/elements that need to be in
the ‘education’ box to achieve the desired
outcome on slips of paper. (Write each idea on
a separate slip of paper.)
• Put each group member’s idea slips into your
table’s ‘education box.’
• Categorize and synthesize the ideas to distill
them down to your group’s consensus for the
most important 3 ideas/elements and be
prepared to defend/support your ideas.
• “In a 21st-century world where jobs can be
shipped wherever there’s an Internet
connection, where a child in Dallas is now
competing with a child in New Delhi,
where your best job qualification is not
what you do, but what you know –
education is no longer just a pathway to
opportunity and success, it’s a prerequisite
for success.”
– Barack Obama, 2009
• “We are the people we’ve been waiting
for.”
– Thomas Friedman, The World Is Flat
Reflection Time
Questioning
Homework Review….
• Design or modify 4 multiple choice
questions for your unit of study so that
they will give you formative information
about the students.
• These questions do not necessarily have
to be only used on the summative exam.
• Using 2 of the questions, for each answer
selection, determine next best steps to
help improve student learning.
Let’s Get Some Feedback
• In groups of 3….
– You will be analyzing each other’s questions-• Is the question clear?
• Do the distractors provide formative information?
• Is there only one right answer?
– Use post it notes to provide feedback, ask questions,
etc.
– Once the questions have returned to the author,
examine the feedback and ask any clarifying
questions to help you improve the questions and/or
next steps
– Modify Questions
What is the benefit?
• Of creating questions with formative
distractors?
• Of creating questions that have next steps
planned?
– When would you want to do this?
• Of examining others’ questions and
providing feedback?
One last reflection
Math & Science Breakouts
For Next Time
• Next Meeting: June 22-23rd
• Read Chapter 4 in
Classroom Assessment for
Student Learning.
• Chapter 3 in Active Learning
Through Formative
Assessment by Shirley
Clarke.
• Use the reading guides as
you read.
• Other homework information
will be sent out on the list
serv.