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Welcome Mentor Certification Training Session G

Welcome Mentor Certification Training Session G. Sign in & wear your nametag. Greet each other Grab a bagel & some coffee Sit anywhere you want. Get Ready To WORK!. Know D P. How to profile two students Deepen understanding of action research

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Welcome Mentor Certification Training Session G

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  1. Welcome Mentor Certification TrainingSession G • Sign in & wear your nametag. • Greet each other • Grab a bagel & some coffee • Sit anywhere you want Get Ready To WORK!

  2. Know D P • How to profile two students • Deepen understanding of action research • Know how to navigate the DOE website

  3. K Do P • Reflect on your lesson • Examine the portfolio handbook • Examine Miss I Walk the Line’s portfolio • Connect action research and student profiling • Gather info about action research • Visit the DOE website

  4. K D Procedure • Small/Large group discussions • Self-reflection presentation • Table Share • Traveling Trios • Marker Boards • Jigsaw

  5. Sharing Reflections Table Share • Share your lesson plans • Share your reflection to the lesson that you taught • Limit to 10 minutes per person

  6. Instructional Design Rubric • Rank yourself on the rubric

  7. Add to your Accordion Folder • Lesson Plan • Lesson Reflection • Instructional Design Rubric

  8. Profiling a learneraka: Highlighting two students

  9. Miss I Walk the Line • Read page 4 and 5 (Three students) • Read page 40 (The Students) • Read page 87 (The commentary on evaluation) • Skim pps. 41-86 for examples of student work

  10. Handbook Directions for Profiling Two Students • Find in your handbook the directions for highlighting 2 students • Compare/Contrast with the others at your table • Did Miss I Walk the Line meet the requirements of your handbook?

  11. Break Take a 10 minute break! Be prompt!

  12. What do these acronyms mean? • ADD • ADHD • NCLB • NKND • LRE • LEP • ENL • ESL • GT • MOMH • MIMH • EH

  13. Brainstorming Activity • Think of the two students who would be good to profile • Choose students of different needs or ability levels • Portfolio goal - to demonstrate adaptations/ modifications that you make for your students

  14. Descriptive Review • Physical Presence and Gestures • Disposition • Relationship with peers and adults

  15. Brainstorming Activity • Think of the two students you will be profiling. • Draw a line dividing your paper in half. • On the right half record adaptations you will make for the students you have chosen

  16. Traveling Trios • Get into groups of 3 • Number off 1…2…3… • Share and discuss the adaptations you have listed. • Write down new ideas that you might use on the left side of your marker board.

  17. Revisit your student profile • Now briefly make note of the adaptations you would make for those individual students

  18. Homework for January 18, 2006 • Highlight two students using the format from your handbook. • Teach a lesson where you made adaptations for these 2 students • Reflect on the lesson and how the adaptations affected the learning of the highlighted students addressing the prompts in your handbook.

  19. Surfing the D.O.E. Website Pick up a computer from the mobile cart

  20. Type in: Generic There is no password - leave it blank Get on the internet through Internet Explorer www.doe.state.in.us/dps Distribute cards Booting Up Your Computer

  21. Navigating the DOE Website Using your blue card explore the different sites listed

  22. Lunch Bon appétit

  23. Only 17 More Shopping Days ‘til Christmas Let’s help Jane create a shopping list

  24. Jigsaw • Read the article • Join a new group • Each color must be represented • Share the main ideas of your article with the entire group

  25. Action ResearchReflection How do I decide on a topic for action research? Please complete at least five of the “starter” questions!

  26. Four Corner Discussion • Share your sentence starters with your peers • Listen for new ideas that may be appropriate for your class

  27. Break Take a 10 minute break! Be prompt!

  28. Action Research Project Model Share & Reflect

  29. Brainstorming Activity Action Research Ideas • SIMPLICITY • ALIGN with “Starting Points”

  30. Four Corner Discussion • Share your research ideas with your peers • Listen for new ideas that may be appropriate for your class

  31. Name • Action Research Project • How will you evaluate the project?

  32. Five W’s and an H • Why are you collecting the data? • What exactly are you collecting? • Where are you going to collect it? • When are you going to collect it? • Who is going to collect the data? • How will the data be collected and displayed?

  33. Homework for January 18, 2006 • Action Research Proposal Action Research Project is not due until February 22nd

  34. Journal • How do you think action research will impact the beginning teacher?

  35. Program Evaluation • Respond • Remember your homework! • See you January 18th

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