Transcript A quiet classroom is not a learning classroom”

“A quiet classroom is not
a learning classroom”
Nette Archangel
[email protected]
Tammy Schales
[email protected]
Instructional Vision
To meet these raised expectations, we must clarify our focus on what our
students need. Specifically, we must ensure this year that our students…
English language arts
• Comprehend (access) meaningful, on level texts
• Speak and write in response to meaningful texts
Math students
• Master math concepts of priority, on level content and practice standards
(not just procedures)
• Master targeted remedial content that allows practice faster focus of on
level content
Louisiana Believes
2
Teacher Leader Summit: Day 1 Ready!
This Summit will prepare teachers to make these shifts beginning the first
day of the 14-15 school year. This will include focused training on:
• Student Learning Targets
• Assessment
• Standards, curricula, and instructional strategies
Louisiana Believes
3
How will this sessions help you meet
the goals established?
• Using small group teaching enables the
teacher to better focus on deeper
understanding of material
• We will show how students have more
opportunity for meaningful interactions with
the text
• Provides greater opportunities for speaking
and listening in both math and ELA
What’s The Point
Middle or Elementary
50 minutes or 120 minutes
15 students or 60 students
It can work for everyone!
Activity Time
We Like To Move It
•
•
•
•
•
Time Management
Transitions
Discipline
Purposeful Communication
WWYD
– Choosing activities
• Accountability
SWITCH According
to Number
What are the benefits?
• Teaches tolerance and positive interactions
among all students
• Processing of information not just memorizing
• Ownership of new knowledge and skills
• Solving real world problems
• Openness to new perspectives
• Motivation to learn
• Positive attitude toward learning
BUT it takes too much time!
• Research shows that there is an increase in
academic achievement when small groups are
used. While students may not always gain as
much detailed information as they would in a
lecture situation, they are gaining other skills
that are integral to their academic success
such as problem solving, critical thinking,
leadership, communicating, and the ability to
work in a group. We are creating THINKERS
and not just memorizers.
What to teach?
• Small groups are not just for remediation or enrichment
– Discovery learning
– Increased participation
– Discussions
– Learning projects
Grouping Strategies
Different tools for different jobs!
•
•
•
•
•
•
•
Think-Pair-Share
Numbered Heads Together
Student Teams Achievement Divisions
Constructive Controversy
Roundtable
Send-A-Problem
Team Expectations
Time Management
• Planning “Don’t I need to see everyone every day?”
– Monitor “misconceptions”
– Entrance/Exit Ticket
– Establish Skills “I can statements”
– Student self evaluation
• Grouping—Who am I going to put together?
– Choice, Ability, Sticks, Fun
• Patience—It takes time, but you can get there!
Transitions
No lost time
•
•
•
•
Bell
Music
Numbers
PowerPoint
Discipline
Being proactive and preventing problems before they occur
• Attention Grabbers
• Red Flags
• Stickers
• Island
• Starbucks (Classroom Discipline Plan)
Purposeful Talk
Conversation in groups must be meaningful and related to
content!
• Talk Moves
• Purposeful Talk
• Model
What Would You Do?
Share with us what you do that works and any ideas you have to
add! We’re always learning and changing!
• Planning
• Time Management
Accountability
• Role Play
• Grading
Materials
•
•
•
•
•
•
•
•
Post it Notes
Paper
Pencils
Scissors
Rulers
Talk Moves Poster
Role Cards
Manipulatives
– Insects
– Cubes
– Candy
Schedule
• Introduction of Presenters “Give the standard” then activities within the standard posted on the
tables
• Introduction of activity with equivalent fractions
• Talk about WHY we use small groups (audience feedback)
• Talk about the planning and how to set up the groups
• Have participants move according to number “all 1’s go here …) talk about transitions and how to
successfully incorporate
• New activity with equivalent fractions and have participants discuss their thoughts ----talk about
purposeful talk, talk moves, talk to each other before talking to the teacher-students can write
down their process
• Participant disrupts to lead into how to handle discipline then have participants give feedback on
what they would do
• Lead into role playing and accountability
• Lead into the connection of small groups and COMPASS
• Let’s start planning…..write down 1 thing that was new, want to try, and still have questions