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Pres

ente

r’s G

uide Specialized Training Program

Investing in Teacher Practice to Mitigate Trauma and Stressors to Ensure Investment

School Student Success

Building the Habits of Mind throughout the Curriculum to Mitigate Trauma for Investment School Students

Module 3 Session 1

Session: Module 3 - Addressing Student Alert Data and Trauma with the Habits of Mind

Level: Secondary

Approximate Time Frame: 2 hours

Introduction Module 3 – Building the Habits of Mind throughout the Curriculum to Mitigate Trauma for Investment School Students is designed specifically for Investment Schools to provide teachers and other school site staff with special training that builds on the learning in Module 1 with the Habits of Mind. Faculty and staff will connect the essential traits of the Habits of Mind displayed by students that succeed despite the odds against them to specific instructional strategies. They will begin to discover ways to nurture and develop these Habits of Mind through research based instructional strategies that engage students in learning. Additionally, they will discover how the practices of Habits of Mind are aligned to and support the attainment of the Common Core State Standards. Module 3 is broken up into three, two hour sessions. They can be delivered in three two hour sessions or in one six hour session. By the end of Module 3, participants will have filled their “toolbox” with research based instructional strategies that enable students to develop the Habits of Mind throughout the various disciplines. Teachers will be able to plan and implement strategies targeting the development of the Habits of Mind in their lessons, intentionally calling out the Habits of Mind for students. Teachers will leave Module 3 with a plan to implement a lesson emphasizing the use of the Habits of Mind and will be able to share their experience and evidence during Module 4.

The “Big Idea” Essential Questions: What can any of us do to steer an individual child—or a whole generation of children—away from failure and toward success?

Which instructional strategies support the development of the Habits of Mind?

How must we plan learning opportunities to leverage the development of students’ Habits of Mind in order to achieve better learning outcomes in all content areas?

Objectives: Examine how the character attributes of the Habits of Mind that enable students to succeed against the odds can be supported across the curriculum.

Investigate instructional strategies that support the development of the Habits of Mind to achieve better learning outcomes in all content areas.

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Summary

Activities: During this training, the presenter will engage participants in:• Affinity Mapping – Concept Sort• Graphic Organizers• Surveying the Text• Reading with a Purpose• Four Fold• Close Reading Strategies• Reading Like a Detective• Role Cards• Human Spectrum Graph• Jigsaw• Question Formulation Technique - QFT• Accountable Talk• Three Acts• Table Talk• Non-print Text

Tools and Materials:Computer and speakersEnsure movies are copied onto laptop playing the ppt.LCD projectorChart paperPencil boxes

• Post it notes• Poster markers• Pens• Highlighters

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Preparation Steps: DO NOT make copies of the ppt available to participants until after the

presentation. Answers and next steps for various activities would unfortunately be revealed.

Session 1 Affinity Mapping Ice Breaker Activity

o Copy words onto sticker labels and have each sticker cut individually so that participants may easily sort and group the stickers

One complete set per groupo Chart papero Poster markers

Affinity Mapping Debriefo Copy the following handouts one per participant

Habits of Mind description chart Students that Are College and Career Ready Math Practice description chart

Portrait of a College and Career Ready Studento Copy the following handouts one per participant

Defining College and Career Ready for Reading, Writing, Speaking, Listening and Language

Defining College and Career Ready for Mathematics Scrambled Numbers Activity

o Copy the following handouts one per participant (do not copy back to back) Scrambled Numbers Scrambled Numbers – Part 2

Reading with a Purpose Activityo Copy the following reading one per participant

The House Four Fold Method Activity

o Copy the four fold method graphic organizer one per participant Navigating the Habits of Mind – Session 1 and Applications to the Classroom

o copy slide 29 and 40 one per participant

Session 2 Role Cards

o Copy role cards handout and cut out an entire set for each groupo Copy the Silent Epidemic page 1 one per participant

Reading Like a Detectiveo Copy the Silent Epidemic pages 11-13 one per participant

Physical Spectrumo Copy one set of Spectrum Activity cards

Jigsawo Copy reading selection one per participant (remember that the math article is

an option for the math department participants) Creating Thoughtful Readers Through Habits of Mind by: Rachel

Billmeyer Developing Mathematical Habits of Mind by Cathy L. Seeley

Navigating the Habits of Mind – Session 2 and Applications to the Classroom4

o copy slide 63 and 64 one per participantSession 3

Ensure that Ted Talk on Three Rules to Spark Learning plays on your ppto You may download it or play it from

http:// www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning#t-122162 Ensure that Three Acts on the Popcorn Picker plays on your ppt

o You may download it or play it from http://threeacts.mrmeyer.com/popcornpicker/

Navigating the Habits of Mind – Session 3 and Applications to the Classroomo copy slide 94 and 95 one per participant

Extension Option copy article one per participanto Habits of the Mind in the Curriculum by A. Costa and B. Kallick

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Topic Presentation Points Supporting MaterialsAffinity Mapping – Word Sort Activity:(20 minutes)

Facilitator says:

Look at the words on the sticker labels.

As a group sort and group the words, phrases and ideas that go together (a group is more than two)

Once you have come to consensus on your groupings, peel and stick the words and phrases onto your poster paper and give the grouping a title

Then, explain the relationship between the words and phrases you grouped together in complete sentences on the chart paper

Each group will be asked to share out one of their groupings. (The facilitator should roam about the room and ask groups to present specific interesting groupings that you notice)

Slide 2

Take packet of stickers containing words and cut individually so that participants may easily sort and group the stickers One complete set per

group

Chart paperPoster markers

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Topic Presentation Points Supporting MaterialsGoals for Session 1(3 minutes)

Facilitator says:Our Goal by the end of this session is to:

• Understand the connection between Habits of Mind, College and Career Readiness and the Common Core

• Form a portrait of a College and Career Ready Student in Math and Literacy and the related Habits of Mind

• Be able to form and choose instructional strategies to exercise and develop the Habits of Mind

Review the goals

Emphasize that the Module 3 sessions build on the information given in Module 2

Slide 3

Norms:(3-5 minutes)

Norms are on slide 3 and posted and the group can react but this is not a brainstorm activity. The conversation with the group is geared towards what the norms look like in action and why it’s important to have these norms.

Facilitator says: In order to keep our

conversation moving, we will observe the norms you see on the slide.

Turn to a partner and talk about how these norms would look in action.

Slide 4

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Topic Presentation Points Supporting MaterialsAffinity Mapping Debrief(8 - 10 minutes)

Pass out the three documents:o Habits of Mindo Common Core Math

Practiceso Literacy doc

Facilitator says:

Turn to a partner and talk about how these norms would look in action.

Tell participants that the words and phrases they just grouped came from these three documents

Give participants a moment to peruse the documents and ask them to explain the possible relationships between the three documents

Facilitator then asks participants to share out anything they have discovered or anything that has surprised them.

Slide 5

Copy the following handouts one per participantHabits of Mind description

chart

Students that Are College and Career Ready

Math Practice description chart

Habits of Mind Facilitator says: These are critical to

success in academics, work and life

They are universal and connect to content

Remind participants that they had learned about these Habits of Mind in Module 1

Slide 6

Catch 22 Facilitator says: There has been lots of

research as to risk factors and impact of trauma and stressors on students in the classroom

Persistent stress and trauma impacts academic success

Slide 7

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Topic Presentation Points Supporting Materials

Effects of Persistent Stress and Trauma

Facilitator says:Thus we have a classic Catch 22 – students who are most in need of our instruction are the LEAST engaged in it due to known effects of persistent stress and trauma

Slide 8

Effects of Persistent Stress and Trauma

Facilitator says:Again- the Catch 22 – students who most need to persevere have difficulty concentrating and have a greater tendency to be impulsive and reactive

Slide 9

Effects of Persistent Stress and Trauma

Facilitator says:Students who need to practice their oral language and communication skills the most are practicing them the least

Slide 10

How do some beat the odds?

Facilitator says:Consistent factors with those that beat the odds are seen in dispositions of character as described in the Habits of Mind

Slide 11

Habits of Mind Facilitator says: Succeeding with the Habits

of Mind have us shifting our focus from what student know to how do they respond when they don’t know

The Habits of Mind are reflected in the Common Core standards

Slide 12

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Topic Presentation Points Supporting Materialsquote “…Habits of Mind lead to success

or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure – in academic terms – actually begin.”

Slide 13

quote “The illiterate of the 21st Century will not be those who cannot read and write, but whose who cannot learn, unlearn, and relearn.”

Slide 14

Connecting the Pieces Facilitator says:

Common Core is the whatThe Habits of Mind is the howCollege and Career Ready is the why

Slide 15

Portrait of a College and Career Ready Student

Facilitator says: Take a moment to reread

handouts one and two Each group chooses either

the literacy or math descriptions and graphic organizer

As a group read the descriptions of the qualities of a college and career ready student

Discuss the behaviors students would be demonstrating for each characteristic and take notes on your graphic organizer

After participants have had time to complete their graphic organizer ask how are these connected to the Habits of Mind

Slide 16

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Topic Presentation Points Supporting MaterialsDebrief – whole group discussion

Facilitator asks:

What are the key look-fors in student behavior?

Facilitator should guide discussion to get participants to share out what we want them to begin to do differently in their classrooms

Facilitator asksWhat are the implications for specific student populations?

Facilitator should guide participants to begin to realize that all of this information means that they may need to change the delivery of their instruction in order to produce these results

Have table groups come to consensus on the answers to the two following questions and then have the tables share out.

Facilitator asksWhat are students doing the most?

What do you think your students are struggling with the most?

Slide 17

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Topic Presentation Points Supporting MaterialsIdentify the Habits of Mind Facilitator says:

Pause and reflect on the strategies just implemented…

Have participants review their Habits of Minds chartFacilitator says:

Can you identify the Habits of Mind used in the activities?

Habits of Mind Thinking interdependently Thinking flexibly Creating, imagining, and

innovating Applying past knowledge to

new situationsFacilitator says:

At the end of each session we will be pausing and reflecting on how the strategies used are supporting the development of the Habits of Mind

NOTE: The facilitator should be aware that we are guiding the participant to realize that what this PD is doing is not concentrating on specific content but instead they are learning different skills to deliver that content – skills that will in turn imbed a student’s mind with new habits that will enable them to be successful and thus replace the old habits that inhibited their ability to learn.We are filling their toolboxes.

Slide 18

Note:The following two slides are not to prompt discussion – but to drive home a point

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Topic Presentation Points Supporting MaterialsQuotes “Tools of the Mind… are intended

to help children learn a different kind of skill: controlling their impulses, staying focused on the task at hand, avoiding distractions and mental traps, managing their emotions, organizing their thoughts…”

“Tools of the Mind students are taught a variety of strategies, tricks, and habits they can deploy to keep their minds on track.”

Slide 19

Quote Theory is all very interesting…But really I think what’s going to make me a good teacher is the experience. I learn from doing, not from reading about stuff.

We learn best by doing, so we will now engage in some instructional strategies Slide 20

Repertoire of strategies You have a repertoire of strategies for teaching and integrating the Habits of Mind

Must intentionally teach them and call them out for students

Slide 21

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Topic Presentation Points Supporting MaterialsScrambled Numbers(5 minutes)

Pass out the scrambled numbers handout face down

Tell participants that they must circle the numbers in order beginning with the number 1 and so on…they must go in order not skipping numbers

Give participants only one minute to complete the task

Slide 22

Scrambled Numbers – Part 2(1 minute)

Pass out the scramble numbers handout PART 2

Slide 23

Scrambled Numbers Debrief

Discuss questions on slide – Whole Group

Slide 24

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Topic Presentation Points Supporting MaterialsScrambled Numbers Debrief

Facilitator says: The cross allows us to see

the structure (and thus the rules) needed to accomplish the task.

NOTE: We want participants to realize that if we employ this strategy in our classrooms (another tool for our box) we give students’ another path to success and thus reduce stress etc., and thus increase success.

Facilitator says:We need to be able to give students the rules before giving them a task

Slide 25

Quote To read and comprehend – not necessarily discuss

Slide 26

Surveying The Text

(15 minutes total to complete slides 27-34)

Facilitator says: This is another strategy that

will help students remember more.

NOTES:This is another strategy for the toolbox

Helps students build effective pre-reading habits and works especially well with expository text

Building of background knowledge is TEXT DEPENDENT. It is about what students can glean from the text, not what can be frontloaded by the teacher.

Slide 27

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Topic Presentation Points Supporting MaterialsTHIEVES Facilitator says:

Acronym guides students through all the necessary pre-reading steps before attempting to read

Helps students build background knowledge related to the text material before they actually begin reading

As an instructor you could begin such an exercise with your students by saying. “We are now going to become information thieves. We are going to see how much information we can steal from the chapter before we actually read it.”

Slide 28

Reading With A purpose “The House”

Simply follow directions on slide

NOTE: in giving instructions to participants, emphasize the word ‘highlight’

Slide 29

Reading With A purpose “The House”

Continue following slide directions

NOTE: in giving instructions to participants, emphasize the word ‘underline’

Slide 30

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Topic Presentation Points Supporting Materials“The House” NOTE: in giving instructions to

participants, emphasize the word ‘circle’

Slide 31

“The House” Facilitator says:Notice what would stand out to me if I were a burglar.

Slide 32

“The House” Facilitator says:Now notice what would stand out to me if I were a homebuyer.

Slide 33

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Topic Presentation Points Supporting MaterialsDebrief “The House” Discuss in table group answers to

questions on slideSlide 34

Setting a Purpose for Reading

Facilitator says: When using this strategy,

students will need to consider speed of reading…phone book—skim quickly for information (can we think of a more modern example?) Math problem…slow down and reread

Teachers must also understand the reason or purpose behind having the students read the selection. Tie back into the AAP…Big Ideas and Key Understandings.

The question we must ask: How do we get our students to begin to set purposes for their reading?

Slide 35

Knowing the Purpose NOTE. Again, we are filling their toolboxes with different strategies that work across all content areas with ways to engage their students in the Habits of Mind.

Slide 36

Thinking with Numbers NOTE: This activity is an interest grabber – a hook - it engages.It is to be completed in their heads.Facilitator says:Why would you give your student something like this? Answer – because every kid wants to know how it works – which in turn leads us to the next strategy – The Four Fold Method”

Slide 37

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Topic Presentation Points Supporting MaterialsFour Fold Method NOTE: This is a strategy for

organizing ideasFacilitator – read info on slide out loud

Slide 38

Four Fold Method Facilitator – read info on slide out loud

NOTE: The Four Fold Method allows for multiple representations of one concept. It may be applied across content areas

Slide 39

Four Fold Facilitator review organizer on slide and then state that participants can do the same thing with vocabulary for example – they won’t actually do this – just point it out

Slide 40

Four Fold Again, this slide is just for talking points, just pointing out what one could do as an instructor

Slide 41

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Topic Presentation Points Supporting MaterialsQuote NOTE: this quote points to the

vehicle by which we dig into the content

Slide 42

Stop, Listen, and Learn THIS SLIDE IS AN INDICATOR ONLY THAT WE ARE REACHING THE END OF SESSION ONE – NO ACTION NEEDED

Slide 43

Navigating the Habits of Mind(5-10 minutes)

Facilitator says: Using your Habits of Mind

Chart, your table group should discuss the Habits of Mind that are exercised in each of the following strategies,

Then you are to fill them in under each strategy.

Each group will be asked to share their responses to one of the four quadrants

Slide 44

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Topic Presentation Points Supporting MaterialsApplications to the Classroom(10-15 minutes)

Facilitator says:1) Pick one strategy2) Choose a Habit of Mind3) Determine one future lesson

that you can use this strategy

4) Explain why you chose this strategy

5) Explain what possible challenges you could face in implementing this strategy

NOTE: Each of the 3 sessions end the same wayLooking Ahead: At the end of session 3 you will ask the participants to choose one strategy and implement it to support the Habits of Mind

Slide 45

END OF SESSION ONE – MODULE III

END OF SESSION ONE – MODULE III

END OF SESSION ONE – MODULE III

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