SESSION 3Prepared for the Professional Learning Community of the

ATLANTA PUBLIC SCHOOLSby Dan Mulligan, Ed. D.

November 2012

THINKING GOES TO SCHOOLRigor with Nurturing

Summarizing Note-Taking

Managing Complex Change

Skills Incentives Resources AssessmentAction Plan Confusion

Vision Skills Incentives Resources Action Plan UnknownResults

Vision Skills Incentives Resources Assessment FalseStarts

Vision Skills Incentives AssessmentAction Plan Frustration

Vision Skills Resources AssessmentAction Plan GradualChange

Vision Incentives Resources AssessmentAction Plan Anxiety

Vision Skills Incentives Resources AssessmentAction Plan MeaningfulChange

Adapted from Delores Ambrose, 1987

Today’s Essential Question: How do we best “adjust the sails?”

Coaching Model to Consider

• Week 1 – RE-DELIVER information to staff• Week 2 – Instructional coach MODELS strategy

in classrooms • Week 3 – Allow instructional staff to PRACTICE

strategy• Week 4 – OBSERVE for implementation

Send the person at your table

with the next chronological birthday

to obtain a resource for each person.

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 APS

0 – 1 years 2 – 10 years More than 10 years

NoseAbility to implement the coaching model in my school

Difficult Moderate Smooth

MouthEase of accessing resources from training sessions

Limited Moderate Exceptional

HairWillingness of staff to implement new RBIs

Limited Moderate Exceptional

Getting to YOU!!!

Instructional Coach Support

• Discuss/Share with team members:– What has worked very well for you in your role as

coach? Why?– What is one of your greatest concerns? – If you could do one thing over again what would it

be? Why?– What is one suggestion, based on your experience,

that you would offer to your team?– Open floor…

5 minutes…stay on task…write down good ideas!

epals.com(learning center)

Putting it All TogetherToday, we take a major step in increasing the

achievement of each Atlanta student.

Rather than learning another isolated strategy, this session will empower you to create a lesson/unit

that can be used in your school.

Task: Find a coach with common content interest that will co-develop the lesson/unit with you.

Learning Resources

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page3 & 4

Category Ave. Effect

Size (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

Summarizing: The BIG Idea

This learning structure requires students to distill information. These processes seem straightforward, but they are quite complex. To summarize information, we must decide which parts of it are important, which trivial, which repetitive. We must delete some information, reward some ideas, and reorganize information. Similarly, with note taking, we must synthesize material, prioritize pieces of data, restate some information, and organize concepts, topics, and details. Summarizing and note taking involve many mental processes.

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In my school… teachers would say…

but in reality…I would say….

Summarizing

Summarizing Question Stems page16

Premise: The meaning of a text is NOT contained in the words on the page. Instead, the reader

constructs meaning by making what she thinks is a logical, sensible connection between the new

information she reads and what she already knows about the topic.

Read the paragraph on the next slide and work with your 4-second partner to fill in the missing words.

ENJOY! (this is NOT a test)

Research Related to Teaching Reading Skills from Cognitive Science

The questions that p_____ face as they raise ch_____ from in_____ to adult life are not easy to an_____. Both fa_____ and m_____ can become concerned when health problems such as co_____ arise any time after the e_____ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____.

The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

~Adapted from Madeline Hunter

Using Summary FramesA summary frame is a series of questions designed to highlight the important elements of specific patterns commonly found in the text. Some common patterns and their accompanying frames include:

narrative or story topic-restriction-illustration (T-R-I)definitionargumentationproblem or solution conversation

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Narrative Frame

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Magnificent Divers

Passage from the Practice Item GuideCommon Core PARCC

Grade 7 Reading

1. If you were a fish, one of the last birds you would want to see flying overhead is a hungry osprey. These majestic birds of prey average two feet in length and may have an incredible six-foot wingspan. These enormous predators are also equipped with long, sharp talons for snagging a meal swimming in the water below.

2. Ospreys, also known as fish hawks or fishing eagles, have short, hooked beaks and wings that taper to round tips. Their coloring ranges from white to dark brown. The white feather’s on ospreys’ heads look like caps, and their wings include a mixture of white and dark brown feathers. Their chests, bellies, and chins are white, and their tails are marked with several white bands, or stripes. Ospreys in light are easy to identify, thanks to their distinctive plumage, or feathers. Not surprisingly, these birds are related to eagles, hawks, and even vultures. They can live a long time; the average life span in the wild is 18 years. The oldest known osprey lived to be 25 years.

3. Since their diet is almost entirely fish, ospreys make their homes near water. They live on islands and around bays, such as the Chesapeake Bay between Virginia and Maryland. The birds spend summers in Alaska, Canada, and northwestern parts of the United Staes. During the colder months, they stay in warmer places like the Caribbean and Central and South America. The Chesapeake Bay is home to the largest nesting population of ospreys in the world. Observers have counted as many as 2,000 pairs. The area has been called “the osprey garden.”

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Good Instruction(Keep it Simple…Keep it Real)

“Good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic

backgrounds. To a large extent, good teaching – teaching that is engaging, relevant, multicultural,

and that appeals to a variety of modalities and learning styles – works well with ALL children.”

Educating Everybody’s Children, ASCD

Essential Question:Why should teachers use MIND Notebooks?

• Verbatim note taking is perhaps, the least effective way to take notes because students are not engaged in synthesizing information.

• Students know clearly what is essential to know and understand. It also provides students with a model of how notes should be taken.

• Students’ interaction with the notes ensures their working with the information without wasting 12-15 minutes mindlessly copying from the overhead or board.

• Research demonstrates that students reach a 34% gain in achievement when summarizing and note taking strategies are used in instruction (Marzano, Pickering, and Pollard, 2001).

• For learners to internalize ideas, they must act upon them: draw it, connect it, manipulate it, and struggle with it.

Have you ever heard your students say . . .

Keep it all together with your

What is an Interactive Notebook?

• A personalized, clear textbook

• A working portfolio -- all of your notes, classwork, etc. -- in one convenient spot

ORGANIZATION

Tab

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f C

on

ten

t S

amp

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Left Side – Right Side Orientation

Left SIDE

Left side items are what the student has. . .

LEARNED

Right SIDE

Right side items are items from the teacher and text to be . .

.

REMEMBERED

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Experiencing a MIND Notebook

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Examples of Teacher Right Side Content

• Notes, usually in the Cornell note-taking format• Handouts• Graphic organizers• Example problems worked out with written

“running” commentary• Content to go on a math foldable

Right Side

• Right is for content that is to be remembered!• The right side “belongs” to the teacher and

the text.• The right side has “testable” information.

LEFT Side

• The left is for “learned.”• The left side belongs to the student!• The left side is where students record your

PROCESSING of the teacher-provided notes, handouts, etc. (i.e. of the right side items).

Examples of Student Left Side Work/Products

• Guided practice• Graphic organizers• Foldables • Student re-writing of notes into their own

language and/or with illustrations