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OCOEE MIDDLE SCHOOL STAFF DEVELOPMENT JANUARY 6, 2014 PROFESSIONAL DEVELOPMENT REVIEW

OCOEE MIDDLE SCHOOL STAFF DEVELOPMENT JANUARY 6, 2014 PROFESSIONAL DEVELOPMENT REVIEW K. COVINGTON, IC Be sure to sign-in on the attendance sheet while here in the Library. Thanks!. YOU! A teacher makes a difference in lives everyday! Opening windows to the world….

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OCOEE MIDDLE SCHOOL STAFF DEVELOPMENT JANUARY 6, 2014 PROFESSIONAL DEVELOPMENT REVIEW

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  1. OCOEE MIDDLE SCHOOL STAFF DEVELOPMENT JANUARY 6, 2014 PROFESSIONAL DEVELOPMENT REVIEW K. COVINGTON, IC Be sure to sign-in on the attendance sheet while here in the Library. Thanks!

  2. YOU! A teacher makes a difference in lives everyday! Opening windows to the world… • http://play.simpletruths.com/movie/the-butterfly-effect/store

  3. Review…? • GREAT Instruction. • Common Core. • EVERYONE’S ROLE IN IMPLEMENTATION. • School-wide strategies. • Content specific videos. • Pearson Access.

  4. GREAT Instruction… • Guided by Standards/Data/Curriculum • Rigorous & Relevant • Engaging & Exciting • Assessment • Tailored

  5. GREAT Instruction: Guided by… • Standards: Common Core Review of Key Shifts in ELA/Literacy CCSS. 1. Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction Math CCSS. • Focus:Strongly where Standards focus. • Coherence: Think across grades, & link major topics within grades. • Rigor: Require conceptual understanding, procedural skill & fluency, & application with intensity. • Data: High Stakes Testing, Benchmarks (DE), Formative Assessments • Curriculum: Mapping & Pacing Guides to correlate with standards.

  6. GREAT Instruction: Rigorous & Relevant • “College Talk”—Tier 2 Vocabulary. (Handout) • “12 Powerful Words”(Handout) • Differentiation. Instruction addressing ways students vary as learners. Differentiation Central http:www.differentiationcentral.com/index.html Video 1– 1:55 “What is Differentiation?” Video 2- 6:01 “Differentiate According to Students’…”

  7. GREAT Instruction: Engaging & Exciting The ‘eyes’ don’t have it! Kids recall _________ % … of what they read, hear, see. • 10-30% Writing & then talking about it... ________% sticking rate! • 70-90% "Research from every branch of learning science...all concurs: learners must act on information in order to understand, remember, and use it. from Content-Area Writing, Daniels, Zimmerman, & Steineke, 2007

  8. GREAT Instruction: Assessment • Assessment based on student mastery of standards… • Assessment developing/showing ‘growth’ in students…

  9. GREAT Instruction: Tailored • Tailored in all disciplines…PUTTING IT ALL TOGETHER…to ‘fit’student needs, encompassing Common Core & mastery of standards, utilizing evidence from text, incorporating academic language, building knowledge--through reading, writing, & speaking. We are ALL ‘IN’.

  10. Common Core Questions to Consider • Ms. Wessling talks about how the Core focuses on the skills of learning. How will you focus on these skills in your classroom? • How could you adapt the exemplar performance tasks for use in your classroom? • Why is it important to teach literacy across disciplines? https://www.teachingchannel.org/videos/understanding-the-common-core-standards Think Alouds, Unpacking the Standards (14)

  11. Engagement Strategies https://www.teachingchannel.org/videos/strategies-for-engaging-students • The Wingman: Engaging Reluctant Students (2) https://www.teachingchannel.org/videos/1-3-6-protocol • Collaborative Group Work: 1-3-6 Protocol (3) https://www.teachingchannel.org/videos/classroom-silent-communication-signals?fd=1 • Communicating Learning with Silent Signals (2)

  12. Accountable Talk https://www.teachingchannel.org/videos/student-participation-strategy • Improving Participation with Talk Moves (3) https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion • Strategies for Student-Centered Discussions (7)

  13. ELA Questions to Consider: • What scaffolds does Ms. Wessling put into place to get her students using new vocabulary? • Which words are best suited for paint chips? • How could you use paint chips in your classroom? https://www.teachingchannel.org/videos/build-student-vocabulary • Vocabulary Paint Chips (2) Questions to Consider: • How does small group discussion prepare students for their writing task? • What role does reading aloud play in the revision process? • How does this strategy make work more manageable and effective for both teachers and students? https://www.teachingchannel.org/videos/high-school-writing-lesson-idea • Small Group Writing (5)

  14. Math Questions to Consider: • How does this strategy allow for immediate re-teaching? • What criteria does Ms. Alcala use to pick her favorite no? • How does Ms. Alcala use assessment data to inform her teaching? https://www.teachingchannel.org/videos/class-warm-up-routine?fd=1 • My Favorite NO: Learning from Mistakes (6) Questions to Consider: • Why is it significant that students compete for "no prize whatsoever"? • How does competition eliminate many classroom management issues? • Notice how the energy of the class shifts as they hurry to pass back the cards. Why is this important just before beginning a task? https://www.teachingchannel.org/videos/tips-to-engage-students • Engaging Students: Make it a Competition (1)

  15. Science Questions to Consider: • Why is it important for students to consider what they will read before begin reading? • How does this strategy get students curious and excited about what they are about to read? • Consider having students make their own "word cloud" in groups after reading an article. https://www.teachingchannel.org/videos/reading-teaching-strategy • Literacy in Science: Word Clouds (1) Questions to Consider: • Why is it beneficial to have students identify challenging vocabulary on their own? • How could you consider vocabulary development when selecting texts for your students? • How would you have students share and define the words they select? https://www.teachingchannel.org/videos/strategy-to-build-student-vocabulary • Building Science Vocabulary (2)

  16. Social Studies https://www.teachingchannel.org/videos/teaching-skills-of-historians • Reading Like a Historian: Historian in Training (1+) Questions to Consider: • What makes an effective question? • Why is it important to gather evidence for both sides? • How is asking a focus question different from stating a lesson objective? https://www.teachingchannel.org/videos/guide-lessons-with-focus-questions • Reading Like a Historian: Focus Questions (2) Questions to Consider: • What criteria could you use to select effective primary source documents? • Why does Ms. Duvoor suggest starting with short passages? https://www.teachingchannel.org/videos/choosing-primary-source-documents • Reading Like a Historian: Primary Source Documents (2)

  17. WWW.PEARSONACCESS.COM • Go to www.PearsonAccess.com. • Under “Select Your Program,” choose Tennessee. • To give an online EOC / TCAP practice test, or to view the online subcategory tests, click on the “Support” tab at the top of the page. • On the left hand side of the page, click on the “ePATs” link. • Click on the appropriate bubble under the tab: Achievement. • The PDF Teacher’s guides provide the answers and overview of the EOC practice tests. • At the bottom of the page, click next to go to the next page until you see the online test you wish to access. *Make sure to check out all of the pages. You should see the new 2012 releases for your EOC / TCAP tests and tests for your subcategories. You should also see multiple Item Samplers. • Click on the appropriate test. It will load in an interactive Test Navigator. Students can type in their names and take the test. • When students are finished, they can submit their answers and the Navigator will grade it. It will not save the students work. At this point, a student can print their results or take a screen shot of it and email it to you.

  18. TEACHER Jokes… • 1. Why did the teacher wear sunglasses? Because her pupils were so bright. • 2. Why did the teacher write on the window? Because he wanted the lesson to be very clear. • 3. Why did the teachers go to the beach? To TEST the water.

  19. Thanks! Have a great rest of the day! Go to your next session… Go to Lunch... Go to your ‘end of the day’ activity…

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