prepared for the fcps secondary collaborative learning team members of region 4 by dan mulligan, ed....
TRANSCRIPT
Prepared for the FCPS Secondary Collaborative Learning Team Members of
REGION 4 by Dan Mulligan, Ed. D., flexiblecreativity.com, (twitter: @drdanmulligan)
August 2015
UNLEASHING EACH STUDENT’S POTENTIAL:
RELATIONSHIPS + RIGOR + RELEVANCE =
RESULTSEssential
VocabularyEssential
Skills
EssentialKnowledge
LEARNING TARGET
HIGH EXPECTATIONS“Sometimes the questions are complex but the answers are simple.”
~Dr. Seuss
Resources
to
Share
page2
page 21 - 22
Essential Question: How can I engage my students with the VA math process standards?
a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?
HELPING STUDENTS DEVELOP UNDERSTANDING
Assessing for Conceptual Understanding
If you want a learner to
truly understand
and own essential
knowledge, expand your exploration
from ‘what it is’ to also ‘what it is
NOT’.
page8
The Power of Our Questions
page28
The second question (math version)
This is what the processstandards ‘sound-like’…
Think Pad is a resource designed to:• provide evidence of
understanding and participation during student-to student dialogue
• facilitate student reflection on their thinking
4 – second partner
Find a friend from another schools and grade-levels (a mix of courses is best). Say ‘hello’.
Find 2 comfortable seats and relax.*Please bring your handout and a pen(cil)!
Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key
words that capture the essential elements of
strategies to assist all students to be
successful used last year with fidelity.
Enjoy working with your new best friend.
Last year’s successful learning strategiesCREATING AN
ENVIRONMENT FOR LEARNING
SETTING OBJECTIVES AND
PROVIDING FEEDBACK
Unpacking the Standard
1. Create an Environment for Learning– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps
required of the process and practicing its variations; using the process or skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in real-world contexts.
Framework for
Instructional Planning McREL, 2012
Page8
A. CREATING AN ENVIRONMENT FOR LEARNINGADDITIONAL SAMPLE RESOURCES
pages 12 - 13
A. CREATING AN ENVIRONMENT FOR LEARNINGFOSTERING COLLABORATION WITH TECHNOLOGY
PRELIMINARY 2015 SOL STUDENT ACHIEVEMENT DATA BY DIVISION & REGION- SPRING 2015 SEARCHING FOR OPPORTUNITIES
page5
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
WHY ACADEMIC VOCABULARY?
Briefly share what you know about:
photosynthesis
Tell a chain story about the process of
photosynthesis…
…without using words that begin with:
P, L, T
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
page17
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Geometry
PLANE FIGURE VOLUME TYPES of ANGLES
CONGRUENT CYLINDER
ISOSCELES TRAPEZOID
http://etc.usf.edu/clipart/
2013 2014 201540
50
60
70
80
90
100
Perc
en
t P
assin
g
White
All
SOL Math: Grade 7 Results
Does the system perform?Asian
Black
Hispanic
Poverty
LEP
SWD
2013 2014 201540
50
60
70
80
90
100
Perc
en
t P
assin
g
White
All
SOL Math: Pre-algebra Results
Does the system perform?Asian
Black
Hispanic
Poverty
LEP
SWD
2013 2014 201540
50
60
70
80
90
100
Perc
en
t P
assin
g
White
All
SOL Math: Algebra I Results
Does the system perform?Asian
Hispanic/Black
Poverty
LEP
SWD
2013 2014 201540
50
60
70
80
90
100
Perc
en
t P
assin
g
White
All
SOL Math: Algebra II Results
Does the system perform?
Asian
Hispanic
Black/Poverty
LEP
SWD
2013 2014 201540
50
60
70
80
90
100
Perc
en
t P
assin
g
White
All
SOL Math: Geometry Results
Does the system perform?
Asian
Hispanic/Black
Poverty
LEP
SWD
Self RelianceThere are three types of
baseball players-- those who make it happen, those who watch it happen, and those who wonder what happened.
Tommy Lasorda
teachers/administrators
Things to
Know
page3
FAIRFAX MATH ACHIEVEMENT BY REPORTING CATEGORY - SPRING 2015 SEARCHING FOR OPPORTUNITIES
page6 - 7
SPREAD the LOVE
Introduce your partner to the other people at your table. Form groups of three (3) or four (4).
Note: This may require recruitment from a neighboring table.
HELPING STUDENTS DEVELOP UNDERSTANDING
HELPING STUDENTS DEVELOP UNDERSTANDING
Things to
Know
page4
FAIRFAX MATH ACHIEVEMENT BY REPORTING CATEGORY - SPRING 2015 SEARCHING FOR OPPORTUNITIES
page6 - 7
Click on the arrow to start and stop spinner.
Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude."
--Zig Ziglar
Dan