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Makin the GR DE

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Makin the GR DE

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    1. Makin the GR DE Online Educational Resources http://jc-schools.net

    2. Lets Take A Little Test! Slice of Life

    3. Lets Take A Little Test! If this was a test administered to students, should the teacher:

    5. Formative Assessment Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning.

    6. The Roadmap to Success

    7. Brutal Facts Instruction itself has the largest influence on achievement (a fact still dimly acknowledged). Most (though not all) instruction, despite our best intentions, is not effective but could improve significantly and swiftly through ordinary and accessible arrangements among teachers and administrators. ----Dr. Mike Schmoker

    8. EFFECTIVE LESSONS HAVE: A clearly stated standard Teacher examples (modeling) Whole group practice Partner practice Individual practice Assessment Adjustments based on the assessment results

    9. The Effective Lesson Marzano - Introduce the following vocabulary: solid, liquid, gas, energy, heat, cool, condensation, evaporation, melting, boiling, freezing, mass, volume The Three States of Matter Matter Raceway-whole group Partner practice: States of Matter Individual practice

    10. The Assessment Questioning is the KEY Do students develop a deep understanding of key facts, concepts, generalizations, and principles and knowledge by emphasizing higher-order questioning?

    11. The Assessment Is discussion encouraged in the classroom by using open-ended questions? Are there goals or purposes to questions?

    12. The Assessment Is important--rather than trivial--material emphasized for in-depth exploration of essential/key questions? Are "yes" and "no" questions avoided?

    13. The Assessment Are "probe" questions used to encourage elaboration and support of claims? Do students clearly understand questionsor are they playing a "guessing game?"

    14. The Assessment Are questions posed that "contain the answer"? Is the students' response anticipated to questions, while still providing for divergent thinking and original responses provided?

    15. The Assessment Are purposeful strategies for helping students deal with incorrect responses utilized? Is there effective use of Wait Time? Are question structures varied ?

    16. Importance of WRITING Writing is the litmus paper of thoughtthe very center of schooling. Ted Sizer Writing aids in cognitive development to such an extent that the upper reaches of Blooms taxonomy could not be reached without the use of some form of writing. Kurt and Farris 1990

    17. BRUTAL FACTS For all its unparalleled cognitive benefits, little or no real writing instruction takes place in the regular classrooms. Kameenui and Carnine We dont teach writingwe make writing assignments.

    18. K-12/COLLEGE SUCCESS Analytical READING Persuasive WRITING Only 31% of college graduates can read a complex book and extrapolate from it. National Center for Education Statistics Only 24% write at the proficient level; 4% were rated high NAEP study

    20. Kinds of Writing Prompts

    22. Writing Assessment Do students have an opportuntity to evaluate their own work based on a rubric? Do they have an opportunity to revise their work after their evaluation?

    23. Scoring & Feedback Holistic Scoring Scoop on Scoring Raise Your Score!

    24. Did you know? In late fall of each year the SDE will request the names of 2 teacher to attend the writing scoring workshop in Nashville, which is held in early March. The SDE will pick up expenses. For more info contact Charlotte Woehler (Charlotte.Woehler@state.tn.us)

    25. Who decides what is "competent"? Seventy-five teachers from East, Middle, and West Tennessee meet for two days in Nashville to read and score essays from a sample group each year. The teachers discuss the papers and choose anchor papers for each score point of the scoring rubric to be used as guides in the scoring process.

    26. What is on the test?

    27. Isnt this teaching the test? The SPIs detail what TN expects students at a particular grade level show learn as a result of being enrolled in a TN school and taught by a highly qualified teacher for that year.

    29. Grade 6 Math SPI

    30. Daily Dose of Math

    31. Gateway Biology SPI

    36. Science Online

    37. Social Studies Online

    38. Math Online

    39. Academic Vocabulary

    40. Six-Step Process The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement. Step 1: The teacher will give a description, explanation, or example of the new term. Grade 6: Probability

    41. Grade 6: Probability Chances, odds, likeliness, possibility If student X has not turned in homework for the past 2 weeks, what is the probability that he will turn in todays assignment?

    42. Looking for Descriptions? Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary.

    43. Google

    45. Six-Step Process Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

    46. Six-Step Process Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

    47. Six-Step Process Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

    49. Six-Step Process Step 5: The learner will discuss the term with other learners.

    50. Six-Step Process Step 6: The learner will participate in games that provide more reinforcement of the new term.

    51. Basic Skills

    55. 7th Grade Geography

    57. Book Adventure

    58. Literacy Lane & Literacy Off Ramp

    59. Writing

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