teacher connect slide share version

Session 1Session 1

Teacher Teacher ConnectConnect

Teacher CONNECTTeacher CONNECTSession 1- Minds On!Session 1- Minds On!

Design a name tag from cardstock. Design a name tag from cardstock. Please include the following:Please include the following:

Your name in the middleYour name in the middle Teaching assignment in the top left Teaching assignment in the top left

cornercorner School name in top right cornerSchool name in top right corner Best advice about teaching you’ve Best advice about teaching you’ve

received across the bottom of your received across the bottom of your name tagname tag

What you hope to get from Teacher What you hope to get from Teacher CONNECT on the back of your name CONNECT on the back of your name tagtag

HousekeepingHousekeeping

Daily ScheduleDaily Schedule Phone UsePhone Use Water CoolerWater Cooler Breaks/LunchBreaks/Lunch Washroom locationWashroom location

SociogramsSociogramsGroup your self according to…Group your self according to…

Your favourite seasonYour favourite season How you drink your coffeeHow you drink your coffee Your petsYour pets Your shoesYour shoes Your familyYour family Your style of learningYour style of learning What you do after work hoursWhat you do after work hours Your sleeping habitsYour sleeping habits

Teacher CONNECTTeacher CONNECT

CC – Creating – Creating

OO – Opportunities – Opportunitiesandand

NN – New – New

NN – Networks – Networksforfor

EE – Experiencing – Experiencing

CC – Collaboration – Collaborationandand

TT - Teaching - Teaching

Question BoardQuestion Board

How will this program How will this program help me?help me?

Provide support and Provide support and professional development professional development through your first year of through your first year of teachingteaching

Board and school Board and school orientationorientation

Mentoring from an Mentoring from an experienced teacherexperienced teacher

What is My Role?What is My Role?

Being open to new ideas and Being open to new ideas and to the exchange of informationto the exchange of information

Reflecting on practice and Reflecting on practice and being willing to take risks and being willing to take risks and learn from otherslearn from others

Being aware of and identifying Being aware of and identifying your own professional needsyour own professional needs

Working respectfully with your Working respectfully with your mentor and colleaguesmentor and colleagues

Today….Today….

Building our CommunityBuilding our Community Getting to Know our LearnersGetting to Know our Learners Assessment and LearningAssessment and Learning Building Classroom Building Classroom

CommunitiesCommunities Developing the Learner ProfileDeveloping the Learner Profile Links to LearningLinks to Learning Strategies/Tools/InspirationStrategies/Tools/Inspiration

Classroom Classroom CONNECTCONNECTionsions

Teaching Teaching StrategyStrategy

Use in Use in ClassroomClassroom

Minds on!Minds on! Activating prior Activating prior knowledge, time on knowledge, time on task, link to task, link to previous learning, previous learning, formative formative assessmentassessment

Teacher CONNECT NormsTeacher CONNECT NormsEffective Learning Community Effective Learning Community

BehavioursBehaviours

In groups of 5, In groups of 5, think about our think about our adult learning adult learning community. community. What does this What does this look like, sound look like, sound like and feel like and feel like? Record like? Record your thoughts on your thoughts on chart paper.chart paper.

Look like

Sound like

Feel like

Group NormsGroup Norms

Learning Community Learning Community BehavioursBehaviours

How would you develop an How would you develop an effective learning effective learning community in your community in your classroom?classroom?

What are some of the What are some of the considerations you need to considerations you need to think about as you develop think about as you develop learning community norms learning community norms with your class? with your class?

Core Core BeliefsBeliefs

Daily Physical ActivityDaily Physical Activity Healthy Body…Healthy Mind…Healthy Body…Healthy Mind…

Healthy StudentsHealthy Students

Background and Overview Background and Overview of DPAof DPA

Benefits of Daily Benefits of Daily Physical ActivityPhysical Activity

““. . . studies generally support the . . . studies generally support the suggestion from cross-sectional suggestion from cross-sectional data that data that academic performance is academic performance is maintained or even enhancedmaintained or even enhanced by an by an increase in a student’s level of increase in a student’s level of habitual physical activity, habitual physical activity, despite a despite a reduction in curricular or free time reduction in curricular or free time for the study of academic materialfor the study of academic material.”.”

Roy J. Shephard,“Curricular Physical Activity and Academic Roy J. Shephard,“Curricular Physical Activity and Academic Performance”, Performance”, Pediatric Exercise Science 9 Pediatric Exercise Science 9 (1997), p. 119.(1997), p. 119.

Resources: Ministry Resources: Ministry DocumentsDocuments

Resource: DPA CardsResource: DPA Cards

Located in First Class Located in First Class under Daily Physical under Daily Physical ActivityActivity

Divided into divisionsDivided into divisions Divided into venues Divided into venues

within divisionswithin divisions This year: print copies to This year: print copies to

all teachersall teachers

DPA: PrimaryDPA: Primary

BreakBreak

Assessment vs. EvaluationAssessment vs. Evaluation

Purpose: to Purpose: to improve student improve student learninglearning

Identify strengths Identify strengths and learning and learning needsneeds

Monitor progressMonitor progress Provide feedbackProvide feedback Inform instructionInform instruction Provide data for Provide data for

evaluation evaluation

Purpose: to assign a Purpose: to assign a value to student value to student achievementachievement

Recording Recording performance for performance for tracking of tracking of achievementachievement

Identifying student Identifying student placement on a placement on a continuum of continuum of learninglearning

Making decisionsMaking decisions

Types of AssessmentsTypes of Assessments

Diagnostic

Formative Summative

Approaches to AssessmentApproaches to Assessment

Assessment for Learning: Assessment for Learning: Where are you?Where are you?

Starting Points for Assessment and

Evaluation

A Diagnostic Assessment using

CPS

Emphasis on Emphasis on AssessmentAssessment

Assessment

Evaluation

Is there evidence that improving assessment for learning improves student

achievement?

…an unequivocal

YES…

Assessment for Assessment for Learning:Learning:FeedbackFeedback

Numerical score;Right/wrong;

Anecdotal feedback;No grade necessary for formative tasks

Assessment for Assessment for Learning:Learning:FeedbackFeedback

Students who are given Students who are given comments only – rather comments only – rather than marks or marks and than marks or marks and comments – make more comments – make more gains in achievement gains in achievement and feel more positive and feel more positive about the experience about the experience (Butler, 1998). (Butler, 1998).

Quality Feedback to Quality Feedback to Improve LearningImprove Learning

Specific (based on criteria)Specific (based on criteria) Timely (on-going)Timely (on-going) Descriptive, focusedDescriptive, focused Multiple opportunities for Multiple opportunities for

practice and quality practice and quality feedbackfeedback

General(“need more practice”)

Identify what is done well,

what needs improvement,

and how to get there

Specific,Focused

Assessment for Assessment for Learning:Learning:FeedbackFeedback

Task:You have been hired to write a speech defending a position on a significant, current social issue.

Some of your paragraphs should be more logically organized. For example, in paragraph 2…

You have a very good understanding of the facts surrounding your issue.

Identify what is done well

Identify what needs

improvement

Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech.

Tell them

how…

It informs teachers about their instructional approach and next steps.

Six of my students struggled with effective

paragraphs. They need a mini-lesson on

paragraph structure…

“Research indicates that oral feedback is more effective than written feedback, particularly for low-achieving, at-risk students.” (James, McCormick, & William,(n.d.). Leading

Math Success, p 50)

Little or no follow-up

Opportunities for students to respond to comments

Assessment for Assessment for Learning:Learning:FeedbackFeedback

Effective feedback:Effective feedback: is anecdotalis anecdotal is specific and focusedis specific and focused includes opportunities includes opportunities

for improvement and for improvement and follow-upfollow-up

Assessment for Assessment for Learning:Learning:FeedbackFeedback

Feedback ActivityFeedback Activity Identify what is done Identify what is done

wellwell State in non-State in non-

evaluative terms what evaluative terms what needs improvementneeds improvement

State in concrete State in concrete terms how to improve.terms how to improve.

Feedback PlacematFeedback Placemat

• Choose a writing sample (P/J/I)• Review the learning activity.• Examine the student response and the teacher notes. • Divide the chart paper into as many sections as there are people.• Individually, record feedback suggestions on the placemat. Include the 3 part feedback: What was done well, what needs improvement and how to improve it.• Share • Choose a quality feedback statement and write in the centre of your page.

LUNCHLUNCH

Thinking MapThinking Map

On the chart paper On the chart paper provided, represent an ideal provided, represent an ideal classroom using words, classroom using words, pictures, charts, symbols, pictures, charts, symbols, etc….etc….

Key IdeaKey Idea

The teacher is responsible The teacher is responsible for organizing a well-for organizing a well-managed classroom managed classroom where students are where students are engaged in learning…engaged in learning…

Characteristics of a Well-Characteristics of a Well-Managed ClassroomManaged Classroom

1.Students are deeply involved with their work, especially with academic, teacher-led instruction.

2.Students know what is expected of them and are generally successful.

3.There is relatively little wasted time, confusion or disruption.

4.The climate of the classroom is work-oriented but relaxed and pleasant.

Building Classroom Building Classroom CommunityCommunity

The classroom environment should:The classroom environment should: Foster mutual respectFoster mutual respect Promote independencePromote independence Have established routines, Have established routines,

procedures, and celebrations to procedures, and celebrations to foster a community of learnersfoster a community of learners

Have student-generated Have student-generated materials postedmaterials posted

Promote shared decision-making Promote shared decision-making and problem-solvingand problem-solving

Physical EnvironmentPhysical Environment

Floor spaceFloor space Work areaWork area Student areaStudent area StorageStorage Teacher AreaTeacher Area Wall spaceWall space

What do you notice?What do you notice?

What’s on the Walls?What’s on the Walls?

Word walls (accessible to Word walls (accessible to students)students)

Anchor charts, exemplarsAnchor charts, exemplars Student workStudent work Graphic organizersGraphic organizers StrategiesStrategies Inspirational piecesInspirational pieces

Non-exemplary word Non-exemplary word wallwall

Exemplary word wallExemplary word wall

BreakBreak

Home-School Home-School ConnectionConnection

Think-Pair-ShareThink-Pair-Share

How will you establish and How will you establish and maintain communication maintain communication with parents? What form with parents? What form will this take? How often will this take? How often will you communicate with will you communicate with parents?parents?

Initial Contact with Initial Contact with ParentsParents

Introduce yourselfIntroduce yourself Say something positive about the Say something positive about the

childchild Discuss the classroom standardsDiscuss the classroom standards Ask about any special needs of the Ask about any special needs of the

childchild Briefly describe the highlights of the Briefly describe the highlights of the

curriculumcurriculum Emphasize that you and the parent Emphasize that you and the parent

are partners in their child’s learningare partners in their child’s learning

What’s My Number?What’s My Number?

Adapt for Adapt for LearningLearning PreferencesPreferences

Read the Learning Preferences Matrix.

Highlight the squares that best describe you as a learner.

When everyone in your group has finished highlighting, take turns sharing your learning preference.

Any surprises?

Guiding QuestionsGuiding Questions

What did you learn about yourself by What did you learn about yourself by completing this survey? completing this survey?

What could you learn about your What could you learn about your students by having them complete a students by having them complete a similar survey?similar survey?

How would these survey results How would these survey results impact your instructional strategies? impact your instructional strategies? Your assessment strategies?Your assessment strategies?

How does a teacher’s own learning How does a teacher’s own learning preference impact on instructional preference impact on instructional choices for process and product?choices for process and product?

“In differentiated classrooms, teachers begin [teaching] where students are, not at the front of a curriculum guide.”

Teachers in differentiatedclassrooms are studentsof their students.

Tomlinson , The Differentiated Classroom, 2000

Differentiated Instruction Differentiated Instruction Means Means

Recognizing DifferencesRecognizing Differences

There are no two students who learn at the There are no two students who learn at the

same pace.same pace. There are no two students who solve There are no two students who solve

problems problems in exactly the same way.in exactly the same way.

There are no two students who have the There are no two students who have the same interests.same interests.

There are no two students who have There are no two students who have learned learned the same skills.the same skills.

Knowing the Whole Child – Knowing the Whole Child – Other Kinds of Data…Other Kinds of Data…

Family DataFamily Data Student Self-Student Self-

AssessmentAssessment Preferred Learning Preferred Learning

Styles DataStyles Data Multiple IntelligencesMultiple Intelligences Socio-Affective dataSocio-Affective data

Diagnostic Diagnostic AssessmentsAssessments

DRADRA CASICASI DIBELS/Marie ClayDIBELS/Marie Clay Alpha JeunesAlpha Jeunes

Student ProfileStudent Profile

• Reading Record Data

• Writing Samples

• Interest Inventory

• Learning Preferences Profile

• Classroom Observations

Learning StylesLearning Styles

Try one outTry one out Multiple IntelligencesMultiple Intelligences Learning modalitiesLearning modalities Sternberg Sternberg

DiscussDiscuss Guiding QuestionsGuiding Questions JigsawJigsaw

Guiding QuestionsGuiding Questions

What did you learn about yourself What did you learn about yourself by completing this survey? by completing this survey?

What could you learn about your What could you learn about your students by having them complete students by having them complete a similar survey?a similar survey?

How would these survey results How would these survey results impact your instructional impact your instructional strategies? Your assessment strategies? Your assessment strategies?strategies?

How does a teacher’s own learning How does a teacher’s own learning preference impact on instructional preference impact on instructional choices for process and product?choices for process and product?

Planning with Profile Planning with Profile InformationInformation

What would the most powerful What would the most powerful teaching points be for this teaching points be for this student? What does the the child student? What does the the child need to learn next? (Context)need to learn next? (Context)

How will this child learn this How will this child learn this content best? (e.g., group size, content best? (e.g., group size, instructional strategy, text instructional strategy, text choices)choices)

How will the child demonstrate How will the child demonstrate learning? (e.g., reading record, learning? (e.g., reading record, reading response)reading response)

Resources and Resources and SupportsSupports

Teacher CONNECT link on board Teacher CONNECT link on board websitewebsite

Binder – ISF, Classroom Binder – ISF, Classroom CONNECTionsCONNECTions

Books – Jones, WongBooks – Jones, Wong Mentors – formal, informalMentors – formal, informal LNSTs, Teacher ConsultantsLNSTs, Teacher Consultants First Class Conference – CONNECT First Class Conference – CONNECT

20082008 Thumbnail Sketches Thumbnail Sketches WikiWiki

Links to LearningLinks to Learning

Using our Teacher CONNECT Using our Teacher CONNECT wiki to access resources, wiki to access resources, share ideas, etc…..share ideas, etc…..

http://gecdsbconnect.wikispaces.comhttp://gecdsbconnect.wikispaces.com

Question BoardQuestion Board

For next time….For next time….

Choose at least one student profile Choose at least one student profile tool and use it with your classtool and use it with your class

Bring a sample of a home school Bring a sample of a home school connection – newsletter, calendar, connection – newsletter, calendar, webpage, agenda, phone call record webpage, agenda, phone call record sheet, etc to the October sessionsheet, etc to the October session

Read a section of your choice from Read a section of your choice from Jones OR Wong and be prepared to Jones OR Wong and be prepared to share your reflectionsshare your reflections

Check out our Wiki!Check out our Wiki!

Ten Top Things They Didn’t Ten Top Things They Didn’t Teach in Teacher’s CollegeTeach in Teacher’s College