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Prepared for the Professional Learning Network of
RICHMOND PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com
March 2014
CELEBRATE THE STRUGGLE:EMPOWERING STUDENTS TO DEVELOP A DEEP
UNDERSTANDING OF ESSENTIAL KNOWLEDGE, SKILLS, PROCESSES, AND VOCABULARY
EssentialVocabulary
EssentialSkills
EssentialKnowledge
LEARNING TARGET
HIGH EXPECTATIONS
page4
page46
resources
to
share
Name thatEssential Knowledge
Essential Skills, andEssential Processes
4 – second partner
Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax.
*Please bring the handout and a pen(cil)!
Who owns this?1. Solve practical problems that require finding the surface
area of a cylinder.
2. Test the validity of properties by using examples of the properties of operations on real numbers.
3. Identify and describe the relationship between pairs of angles that are adjacent.
4. Identify examples of points, line segments, rays, angles, and lines
5. Recognize and demonstrate appropriate use of the equals sign in an equation.
6. Investigate and describe the associative property for multiplication as (3 x 2) x 4 = 3 x (2 x 4).
7. Identify which numbers are even or odd.
7.5e
6.19b
8.6f
3.15a
4.16c
4.16b
5.3d
The 3 – 8 Edition
Good Instruction(Keep it Simple…Keep it Real)
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already
know more than we need to do that. Whether or not we do it
must finally depend on how we feel about the fact that we
haven’t so far.” ~Ron Edmonds
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers
.59 22
4 – second partner
Find a friend in the room and form a team.
*Please bring the handout and a pen(cil)!
Checking for background knowledge:
What is a hieroglyphic?
American Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols.
Main Myth about Learning
Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!
EyesYear’s of experience in RPS
0 – 1 years 2 – 10 years More than 10 years
NoseGrade-level use of essential vocabulary
Limited Moderate Exceptional
MouthGrade-level use of essential skills
Limited Moderate Exceptional
HairUse of re-assessing and re-grading to foster hope in kids.
Limited Moderate Exceptional
Getting to YOU!!!
page 28 - 27
CELEBRATE THE STRUGGLE
EssentialVocabulary
EssentialSkills
EssentialKnowledge
LEARNING TARGET
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Principal
Organizing Theme:
Things someone would say…
Student
TeacherSuperintendent
Parent
Cafeteria Worker
EDUCATIONALSTAKEHOLDER
EDITION
1 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Ways to make .25
MathThings that are parallel
perimeter
Types of graphs
area
Types of angles
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Geometry
PLANE FIGURE VOLUME VERTEX
CONGRUENT CYLINDER
TRAPEZOID
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Advanced Organizers
Use Visuals
Advanced organizers help students organize the information and retain 5 times more of the information.
DOK 2: Basic Skills and Concepts
Two-Dimensional
Shapes
Three-Dimensional
Shapes
Tools to Facilitate Mathematical Communication
If a word names a place...
then the word is a________
49
16 1 7
11
336
25
cause effect
a.
b. Place the numbers in the Venn Diagram:
49 2 64 21
Page 10
Essential Elements of a Vertically Articulated Curriculum
(Attained Curriculum)
Essential
Skills &
Processes
Essential
Knowledge
Essential
Vocabulary
LEARNINGTARGET
(attained curriculum)
Brain Break….
Mix it Up in the Box
Listen for the topic and the amount of time;Silently mix around the room;When directed, pair up with person closest to you;In pairs, Partner A shares and Partner B listens;Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;Record summary of partners response; thenSwitch Roles
1 2
3
What is an action taken by you, your grade-level, or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? Explain why…
How does this picture relate to your role as a teacher? Complete this sentence: “This image is like my teaching in that _____”
How has assessment changed in your class/school/division since the implementation of the revised SOL? Elaborate…
1 2
3
What is an action taken by you, your grade-level, or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? Explain why…
How does this picture relate to your role as a teacher? Complete this sentence: “This image is like my teaching in that _____”
How has assessment changed in your class/school/division since the implementation of the revised SOL?
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers
.59 22
Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding
POSTER
Work Template
page49
Stool – 42 cm
LaToya – 159 cm
Shoulder – 135 cm
Counter – 73 cm
Silk – 108 cm 42
+ 135
177
- 108
69
- 73
4 cm below
Problem Solving Student Card Master
Problem Solving Student Card Master
Problem Solving Student Card Master
Purpose: to deprogram our ‘multiple choice trained’ students and teach them to think.
Problem Solving Student Card Master
BOOK 1page 10
Helping StudentsExtend and
Apply KnowledgeLives Here
page 9
page 9
Send representatives from your table to obtain theresources for your team
members…(1 Ziploc bag and 2 papers)
Fraction Fill In
Farmer
Fred
Send representatives from your table to obtain theresources for your team
members…(1 Ziploc bag and 2 papers)
What fraction is each field worth?What is the value of each field?
The value of the farm is $1200.The fields are modeled by the pattern blocks.Each field value is based on size.
Make a model of the farm.Compare the size of the pattern blocks.
It takes 24 triangles to make the farm.orYou can make 4 hexagons out of all the blocks.
Each hexagon is worth $300.Each triangle is $50.
Field A = $300 Field B = $300Field C = $100 Field D = $100Field E = $150 Field F = $150Field G = $ 50 Field G = $ 50
page 23
R
I
G
O
R
Quadrant C represents more complex thinking but still knowledge for
its own sake.
Quadrant D involves the ability to gather
knowledge from a variety of sources to
solve a complex problem in the
workplace
Quadrant A represents simple recall and basic
understanding of knowledge for its own
sake.
Quadrant B would include knowing how to use math skills to make
purchases and count change.
RELEVANCE
What does work look like in each quadrant?
page 14
Students Learn a Vertically Articulated Problem Solving Strategy
This would assist in: Creating an Environment for Learning (building background knowledge) and Helping Students Develop Understanding (provide students with a structure for the process)
Spotlight MomentWorking with a peer…
Modify current items or create new items using any of the graphic organizers.
Prepare to share with your peers.
Enjoy being creative!!!
Kindergarten
Task: to develop learning experiences that engage students in both NNS indicators (EKS) and SOL process skills.
Spotlight MomentWorking with a peer…
Modify current items or create new items using any of the graphic organizers.
Prepare to share with your peers.
Enjoy being creative!!!
Farmer Fred
BLIND
SEQUENCING
WHO AM I ?
Working in Quadrant D -Performance Task
pages7-13
Great Sites for Imageshttp://etc.usf.edu/clipart/index.htm
If you are doing all the talking…
…then your students aren’t doing any learning
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers
.59 22
ORGANIZATION
MIND Notebook Rubric
page 28 - 27
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback
.61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers
.59 22
Self-Assessment Tool
Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding
Name a noun. Form a sentence.
Name a verb. Name an adjective.
Create a value for the numerator of a
fraction.
Convert the fraction to decimal form.
Create a value for the denominator of a
fraction.
Write the fraction in simplest form.
Name a number for the slope.
Graph the line.
Name a number for the y-intercept.
Write the equation of the line.
page49
It’s All About: THE SECOND QUESTION
pages11 - 14
WHAT’S MY RULE?Theme: Sports
YES NoStrike Stick
Split Puck
Pin Hoop
Gutter Goal
Rule: Bowling Terms
WHAT’S MY RULE?Theme: History and Social Science
YES NoHemisphere Olympic Games
Equator Democracy
Prime Meridian Kings
Regions Wealth
Rule: Things you’d find on a globe
WHAT’S MY RULE?Theme: Simple Machines
YES NoSeesaw Ramp
Crowbar Knife
Shovel Ax
Hammers Claw Door Knob
Rule: Examples of levers
page 7
? ?
How can you use the Where do I belong? structure to support your
role as teacher/administrator?
A = bh
Opposite sides equal
1 right angle
Right Triangle
4 sides
3 sides
4 right angles
A = ½ bhRectangle
One side is the longest
OPEN TASK AND CONSTRUCTED RESPONSE
page8
4 – second partner
Find someone from a different grade-level AND that you do NOT common plan.
Find 2 comfortable seats and relax.*Please bring a pen(cil)!
BLIND Sequencingnonfiction
DirectionsDeal out the problem cards face down.
Each person takes a turn describing their card to their team.
The team determines what the cards represent and how to sequence the cards.Purpose: Students learn the skill of visualizing while reading.
BLIND Sequencingnonfiction
DirectionsDeal out the problem cards face down.
Each person takes a turn describing their card to their team.
The team determines what the cards represent and how to sequence the cards.Purpose: Students learn the skill of visualizing while reading.
Thinking Skills Test
1. What kind of grollers were they?
2. What did the grollers do?
3. Where did they do it?
4. In what kind of gak did they grangle?
5. Place one line under the subject and two lines under the verb.
Moral:Students can answer low-level
questions without thinking.
Students enter/exit classroomswith no more understanding of
what they've learned than"The Griney Groller"
taught you!
What processes can students engage in to identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metapho
rs
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogie
s
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
PAGE 4
LaToya
and
Kirk
WHO AM I ?
