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2010 College and Career Readiness Summit

2010 College and Career Readiness Summit. Teaching Bell to Bell Dr. Ruth Bonner-Thompson Curriculum Coordinator & FA Administrator Franklin Parish High School. What’s the big deal?. The NOW — Accountability High-stakes testing Graduation index School score The LATER — What’s at risk?

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2010 College and Career Readiness Summit

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  1. 2010 College and Career Readiness Summit Teaching Bell to Bell Dr. Ruth Bonner-Thompson Curriculum Coordinator & FA Administrator Franklin Parish High School

  2. What’s the big deal? • The NOW — Accountability • High-stakes testing • Graduation index • School score • The LATER — What’s at risk? • The future of our students? • The future of Louisiana? • The future of our nation?

  3. Break It Up! Say, See, Do Teaching • Bellwork/Bellringers • Objectives (Explanation - Say) • Introduction (Explanation - Say) • Modeling (See) • Guided Practice (Do) • Independent Practice (Do) • Closure (student recall, link to next lesson, closing notes) Refer to FPS Daily Lesson Plan as we walk through…

  4. What’s the Bellringer? • What the students are doing whenthe bell rings. • Describe it to students the first day. • Same place, same time, every day • Posted on the board (or electronically) • “As soon as you reach your seat, look at the board for today’s Bell Work, and get started.” • “If you want to talk and socialize, stay out in the hall. When you are ready to work, come in.”

  5. Why the Bellringer? • Eliminates problem of “settling in” • Typical class not on task until 5 – 7 minutes after the bell rings (1/10th of instructional time gone with the wind.) • Does not require active teaching (greet students, take roll, prepare) • First 5 minutes of class—not 10 – 15 minutes of a 50 minute block

  6. What does it look like? • Keep it structured! • Begins as soon as a student enters your class • Continues until 5 minutes after the bell rings • Provides a useful activity while teacher does organizational chores • Make sure it serves a purpose. • Getting into the day’s instruction • Reviewing what you’ve done • Looks like high stakes testing questions • Constructed response • Multiple choice • Keep it simple. • s and s • Not to access performance

  7. Say, See, DoTeaching • In one ear and out the other! • Input, input, input, output—not stored in permanent memory • Works the teacher to death! • Say, See, Do Cycles (aka Chunking) • One chunk of information • Let me explain what to do next. • Watch as I show you. • Now, you do it. • To create comprehension in long-term memory • Input, Output, Input, Output, Input, Output • Students are working—not just the teacher! • Promotes active student engagement: Teach one!

  8. Say—Objectives and Introduction • Objective(s) • Written on plan and state orally • In student-friendly language • Can have a student state it to the group • Introduction • Get their attention! • Create interest in what they will learn • Relate it to the real world • Tell a story • Relate to previous learning

  9. See—Modeling • Show them how to do it. • 1 – 3 examples, but not all at once if you want them to remember! • Let student partners model or “teach” one another. • Some experts will tell you not to let them take notes during this time—undivided attention. • Do it in steps and label steps. • If it’s a difficult process, record for students to review (Moodle, Edline).

  10. Do—Guided Practice • Student application of skill with teacher assistance • 3 or more • Work the room and monitor • Not a time to sit behind desk or do chores • Use this time to check for understanding rather than taking reams of papers home! • Can use student partners and have them explain to one another

  11. Do—Independent Practice • Student application of skill—Let them show you what they can do! • This is not homework! Homework is for home. • Not a time to sit behind desk or do chores—check for understanding rather than taking reams of papers home! • Check the steps! If they are not getting the whole process, go back to the last step they can do. • Use student partners for additional support. • Suggest they watch the steps you posted online. • Use EAGLE! Reports tell teacher and student what they have/have not mastered.

  12. Closure • Don’t let the bell close your class! • Set an alarm! Have someone call time. • Have a student restate the objective: What did you learn today? • Have them record their take on what they learned in a journal. Did they master it? What do they NOT understand? • Relate to upcoming lesson • Remind of important assignments/due dates

  13. Tools and Tricks of the Trade • From Day 1 • Students do not do well in an impersonal environment. • Icebreakers • http://www.educationworld.com/a_lesson/lesson/lesson131.shtml • http://www.educationworld.com/back_to_school/index.shtml#icebreaker • Who are you? • Why are you here? Why are they here? • Few words from the heart—You enjoy seeing young people learn; learning can be fun. • Who are they? • If you think students all know each other, think again. • Do you care? • Devote the lion’s share of the first class period creating comfort. • Clearly identify expectations.

  14. Tools and Tricks Page 2 • Discipline comes before instruction. Be proactive. • The Handbook~Rules~The office • Backup system only! • Doesn’t work for those who get in trouble. May want to go home! • Handle it in the classroom if possible. • Proximity and Room arrangement • More at http://www.educationworld.com/a_curr/columnists/jones/jones001.shtml • Lose the rows~Leavea boulevard~Moveyour desk!

  15. An interior loop allows you to work the crowd with the fewest steps. Front of room is on long side. Note: 30 desks in example.

  16. An interior loop with large tables arranged in a semicircle.

  17. Tools and Tricks Page 3 • Pencils • No pencil sharpening after the bell rings • Canister of short, grungy pencils-no eraser • Student holds pencil in air; teacher nods permission to exchange • Trade back for your pencil leaving the class • The Bathroom • When you gotta go, do it on your own time. • Average 3-year-old can sleep through the night dry • Medical issues

  18. Contact Info for Presenter Franklin Parish High School 1600 Glover Drive Winnsboro, LA 17295 Email: rthompson@fpsb.us Phone: 318.435.5676

  19. References • Fred Jones Tools for Teaching, 2nd Edition • Franklin Parish Lesson Plan form available at http://www.fpsb.us/pages/Franklin_Parish_Schools (Click on Teachers.) • www.educationworld.com Icebreakers and Other resources

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