presented by: kathy kennedy, ed.d. associate superintendent instructional design and innovation...
TRANSCRIPT
Presented By:
Kathy Kennedy, Ed.D.Associate Superintendent
Instructional Design and Innovation
Marcy CooperPrincipal
Southern Pines Elementary School
Presented By:
Kathy Kennedy, Ed.D.Associate Superintendent
Instructional Design and Innovation
Marcy CooperPrincipal
Southern Pines Elementary School
Growing Great Classrooms
Learning Targets ~ I can review how we determined the “Growing Great Classrooms” focus for MCS
~ I can identify and define the MCS characteristics of a great classroom
~ I can determine how to create a positive emotional climate with clear procedures and routines.
Growing Great Classrooms
According to Jim Collins, author of Good to Great, the worst enemy of great is good. In his most recent book, Great By Choice, Collins indicates greatness happens by choice, not by chance.
According to Dr. Spence, “Our hope is to move our very good school system to the great school system we choose to become.” Our focus on Growing Great Classrooms is one key part of this process. Implementing consistent, research-based, time tested effective instructional strategies in every MCS classroom will help all students achieve their best.
To begin our mission, MCS leaders surveyed staff members in
April 2013 to determine the characteristics of great classrooms. Over 12,000 years of experience from teachers and administrators of 23 schools and central office administrators indicated certain characteristics exist in the most effective classrooms. Six characteristics emerged and will serve as our monthly focus in MCS during the 2013-2014 school year.
Growing Great Classrooms
a positive emotional climate with clear procedures and routines;
an organized lesson built around clear, measurable learning targets;
actively engaged and motivated students;
meaningful and relevant learning for all students;
rigorous learning that is differentiated to meet the academic needs of all students;
performance feedback is abundant, immediate, and specific
6 Characteristics of Great Classrooms
a positive emotional climate with clear procedures and routines;
an organized lesson built around clear, measurable learning targets;
actively engaged and motivated students;
meaningful and relevant learning for all students;
rigorous learning that is differentiated to meet the academic needs of all students;
performance feedback is abundant, immediate, and specific
6 Characteristics of Great Classrooms
Nov/Dec Focus
Emotions and the Brainhttp://www.youtube.com/watch?v=xNY0AAUtH3g
The brain is not a thinking machine;It is a FEELING machine
that thinks.
Growing Great Classrooms
Positive Emotional Climate with Clear Procedures and Routines
• Read the information on page 4 individually• Circle two ideas in each column that are most compelling to you• With a partner, brainstorm additional ideas (at least 2) in each column• Add brainstormed information to the chart
Growing Great Classrooms
Growing Great Classrooms
Reflect on the video and the talking points
from the t-chart.How does knowing this information
contribute to a positive emotional climate?
The Emotional Coding of Memories
Growing Great Classrooms
Positive or Negative Memory
What patterns are you
creating?
Specific Details about the Memory
Positive Emotional Climate
Growing Great Classrooms
Students experience the classroom as not just an intellectual space, but also as a social, emotional, and physical environment.
Attentiveness to the academic, social, emotional, and physical environment creates a classroom climate conducive to student engagement with the content.
Positive Emotional Climate
Handout page 5
Growing Great Classrooms
4 ways to foster a positive emotional climate:
Academic environment Emotional aspects Social interactions Physical environment
Center for Innovative
Teaching and Learning
Indiana University
Positive Emotional Climate
Growing Great Classrooms
Reflect Solo: How do you attend to the academic, social,
emotional and physical needs of your students?
Individual Recordpage 5
Handout page 5
Growing Great Classrooms
1. Review the Aspects of Classroom Climate matrix below. 2. Individually, determine the current conditions in your classroom as reflected by the characteristics depicted on the matrix (+ or -) 3. Discuss your successes and limitations with a partner.
ACADEMIC
Theory to Practice
Handout page 6
Growing Great Classrooms
When procedures and routines are carefully taught, modeled, and
established in the classroom, students know what’s expected of them and can become more independent, thus feeling
empowered in the learning environment.
Having predictable patterns in place also allows teachers to spend more
time in meaningful instruction.
When procedures and routines are carefully taught, modeled, and
established in the classroom, students know what’s expected of them and can become more independent, thus feeling
empowered in the learning environment.
Having predictable patterns in place also allows teachers to spend more
time in meaningful instruction.
Positive Emotional Climate
Growing Great Classrooms
When a student feels intimidated, rejected, or at-risk, an overproduction of noradrenalin causes the student to focus attention on
self-protection rather than on learning.
Neural Downshifting is the ability of the teacher to reduce stress and threat in the classroom environment to avoid “survival
mode” thinking and to increase higher order thinking.
Teach Me, Teach My Brain Carol Tomlinson
Growing Great Classrooms
With a partner, brainstorm what a well-organized classroom looks and
sounds like?
LOOKS LIKE SOUNDS LIKE
With a partner, brainstorm what a well-organized classroom looks and
sounds like?
LOOKS LIKE SOUNDS LIKE
Top 10 Classroom Procedures and Routines
Growing Great Classrooms
1. Hand Raising to Respond2. Attention Getting and Non Verbal Techniques3. Giving Directions Explicitly4. 2 x 10 Positive Connections5. Repeat the Request/Delayed Response6. Engagement Techniques7. Transitions Every 5 -15 Minutes8. Teach and Pause9. Finished Early?10. Readiness Expectations
Rick Smith, 2007 Conscious Classroom ManagementHarry Wong, 1998 The First Days of School
Top 10 Classroom Procedures and Routines
Identify 3 important thoughts about the topic assigned
“ The important thing about _____ is _________. It is __________. But the most important thing about _______ is
_________.”
Growing Great Classrooms
Table Top Discussion
+
What does a positive emotional climate with clear procedures and routines sound and look like in a classroom?
Record team ideas on chart paperBe ready to share with whole group in 7 minutes