SpringBoard Training

1. SpringBoard Training Math

2. Unpacking Embedded Assessments • “To begin with the end in mind means to know where you’re going before you get started so that every step you take is always in the right direction.” Stephen Covey, author of The Seven Habits of Highly Effective People, as cited in Understanding by Design, by Grant Wiggins and Jay McTighe Initial Institute Workshop

3. Where are we headed? Individual Accountability: Read the assignment and in the text, mark what you will have to do.

5. Divide your paper into 3 sections. At the top of the first section write green, the next yellow, and the last red. • For each of the 7 indicators, determine your current level of implementation and write the indicator in that section of your paper. • Red- The EMERGING criteria best align with my practice • Yellow- The PROFICIENT criteria best align with my practice • Green- The EXEMPLARY criteria best align with my practice

6. Target: To describe the conditions key to effective student collaboration and consider methods to employ these in my classroom.

7. Collaborative Strategies in the Classroom Individually: What are the key components of effective collaboration? Think- Write- Group- Share VIDEO

8. Student Collaboration in the Classroom • Setting things up • Expectations/Norms • Physical set up • Roles • Clarifying learning intentions and criteria for success • Consistent Cues • Strategic grouping • Things to consider when assigning groups • Purpose of collaboration • Ensuring group and individual accountability • Providing feedback to move learners forward • Activating students as owners of their learning • Activating students as instructional resources for one another • Engineering classroom discussion • Strategies to encourage collaboration

9. Collaborative Strategies in the Classroom

11. Reflection: On a post-it write one thing discussed in this session which you will consider trying in your classroom. Post it on the Unpacked EA next to collaboration as you leave for break.

12. Using the SpringBoard Classroom as a Resource • Unpacking Embedded Assessments • Interactive Word Walls

13. Target: To choose an appropriate method to unpack an EA and make annotations to connect student learning to the EA.

14. Delivering SpringBoard Lessons • Unpacking Embedded Assessments • “To begin with the end in mind means to know where you’re going before you get started so that every step you take is always in the right direction.” Stephen Covey, author of The Seven Habits of Highly Effective People, as cited in Understanding by Design, by Grant Wiggins and Jay McTighe Initial Institute Workshop

15. Best Practice • Unpack each Embedded Assessment with each class before the group of lessons leading up to the EA. • Students are active partners in unpacking the EA. • Post the unpacked EA in the room and refer back and make notes on it during each lesson to help students connect learning to the assessment • Use unpacking sessions to formatively assess students’ understanding and knowledge of a topic to inform pacing • What words do students know/not know? • What skills do they think they already have?

16. During the video consider the following… • How did thechoice of methods impact students? • What changes to this (if any) would you make in your classroom? • What should be taken into consideration when choosing a method for unpacking an EA? • How might this impact student learning during the unit?

17. Use the following roles while unpacking: • Recorder- Writer • Questioner/Runner- Speaks to trainer/posts visuals • Reporter- Speaker • Reader- Anything aloud in small/large group.

18. Unpack the EA creating the product you would create with students and present the following: • Your unpacked EA (your choice of method)? • How does your choice of method support student understanding? • How does each lesson connect back to the EA? Add this to your unpacked EA as you show us.

19. Reflection: What is the purpose of unpacking Embedded Assessments with students? 3 words max on a Post-it note

20. Target: To design vocabulary instruction which emphasizes multiple representations and relationships between words.

21. Why Interactive Word Walls? In the book Classroom instruction that Works, Robert Marzano states: Some researchers have concluded that systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.

22. Interactive Word Walls- Where are we?

23. Best Practice • Introduce vocabulary words when they come up in a lesson • Post STUDENT GENERATED work on the word wall- it doesn’t need to be neat! • Include multiple representations with the word • Organize the words in a way which illustrates relationships between words

24. Build an Interactive Word Wall • Choose 5-15 words from the lessons that students would or should identify as word wall items • What representations for each word could you encourage students to include? • How could you arrange these words to emphasize the relationships between them? • Reflection: How will this create a sense of ownership among students?

25. What was your biggest take away from this session? Think- Group- Share Chart

26. Target: • To identify the key principles of differentiation and apply them within the instructional framework of SB.

30. Differentiating Instruction • Using the Differentiated Planning Guide

32. Each course level choose a lesson that you would like to focus on to differentiate: Algebra I Geometry Algebra II

33. Differentiated Instruction • Individual accountability: • Using your student scenario, brainstorm on paper how you would differentiate for this student through product, process or content during the chosen lesson.

34. Differentiated Instruction • Group accountability: • Join others that share your same student. Discuss how you would differentiate content, product, or process for this student. Commit each reasonable idea to an individual Post-It. • Recorder- Writer Runner- Speaks to trainer/posts visuals • Reporter- Speaker Reader- Anything aloud in small/large group.