A man traveling through the country stopped at a small roadside fruit stand and bought some apples. When he mentioned they were awfully small, the farmer replied, “Yup.” The man took a bite of one of the apples and exclaimed, “Not very flavorful, either.” “That’s right,” said the farmer. “Lucky they’re small, ain’t it?”
Did you hear about the accountant with insomnia? He decided to try counting sheep, but he made a mistake and was up all night trying to find it!
*mcleod Video: 3 phases of educational technology http://bit.ly/hJG4lu #edtech
1. Dynamic presentation created by the teacher. (Keynote, Powerpoint, etc.)
2. Texts replaced by content based knowledge. (Pencil/Paper outcomes)
3. Students as producers of content.
*lkolb Join us in May for first annual U of M Virtual Ed Tech Conference (Free! Wear your PJ’s and Network)….more info @umvirtualcon
NSMA 2010 Session 6:
10 ways to differentiate:
Differentiation is part of RTI – Tier I
Pet Peeves by Joel Pett
Take a label. email@example.com
Differentiated instruction is a concept that makes it possible to maximize learning for ALL students. It is a collection of instructionally intelligent strategies based on student centerned best practice that make it possible for teachers to create different pathways that respond to the needs of diverse learners
1. Tic Tac Toe
This is related to the student contract plans.
Don’t use any of these everyday.
this can lead to a large amount of work. be careful. You can have them do all 3, turn them in and pick the 1 that they want graded.
Label the boxes. Give them 2 die and let them roll. If they roll a 3 and a 4, they get to pick, they can either do #3 and #4 or #7.
Always start with the standard and move up or down.
One of the most common DI strategies.
Teach one concept with layers of difficulty/complexity designed by need and readiness.
EG. (Civil War)Tier 1:
Take facts and then analyze, apply knowledge.
Present a 3-4 page essay
3. Cubing – 6 sides to a lesson
Argue for/against it
60 days of access
Stuff it with paper and tape it.
The post office has cubes. Cover with contact paper. Priority cubes.
Michael’s has whiteboard cubes.
Use different cubes for different groups:
or by interest.
Can also use a spinner to pick numbers by box.
Use different cubes.
4. Task Cards
Review the information in the chart showing the habitat.
Can assign them a task as they enter or let them pick
5. Think Dots
Different assignments in boxes.
give the kids a popsicle stick with a different number of dots.
Colored clothes pins
Table tents with names
Pull a popsicle stick
CD covers- Go to a music store. Write down the first four songs of a variety of songs and cut down the strips. Students pick a song. They are then grouped by artists.
Puzzle pieces- Take a picture of something the kids like. Cut it into puzzles pieces. The kids pick a piece and put the puzzle together for a group. Keep hotel keys.
Hershey kiss groups.
Paint chips – get 4
This can really help cutting down on bullying. When kids know each other and work together, they are less likely to bully.
Have kids write 4 science vocabulary words on a page that is quartered. Have students pick a partner for each word.
Gallery Walk – Large chart paper. Open ended questions on the chart paper. Kids have to answer a certain number of them. Nobody can use a ditto.
Write and Pass- Each kid has a question. They respond to the question within 1 minute, then pass to the next student.
1 minute write – Summarize for 1 minute at the end of class. Write everything that you learned today in 1 minute. One teacher called this “brain vomit”.
K-W-L+ - The plus is what do you still want to know.
Who-Has I Have ~ Get a set of index cards. Laminate with blanks. Each card has two pieces of information- the who has question and an answer of what they have. This means that they have to know answers. (Browser based generator: http://www.brendenisteaching.com/gen/myloops/)
8. Exit Tickets
I don’t understand
I would like to learn about
The most important thing I learned today is
3-2-1 Exit card.
9. Know The children
Learning Style Inventory
Scavenger Hunt – find someone who can….
That’s Me- ask questions. Have students raise their hand and shout “that’s me” if the question is yes.
80% of drop outs are tactile/kinesetic.
10. Pass Options
Turn to partner and discuss
Off the pass, but come back and have them restate. (Go to 2 more kids and then come back to them.)
Don’t Forget – Recognition:
Give them a hand – trace and pass
Way to go home call.
e-mails…digital photos attached.
Tie to the curriculum
Match with the standards
Teach them how to use.
Can be games, boards, magnetic letters, computers, etc.
1. Train the troops.
FaceBook assignment- post a Facebook page of a famous person.
• Appetizer: Everyone does together.
Entree – Do on your own.
Side Dishes – Select at least 2.
Dessert- optional. Extra credit.
Internet Gains on Television as Public’s Main News Source
More Young People Cite Internet than TV
The internet is slowly closing in on television as Americans’ main source of national and international news. Currently, 41% say they get most of their news about national and international news from the internet, which is little changed over the past two years but up 17 points since 2007.
…more people continue to cite the internet than newspapers as their main source of news, reflecting both the growth of the internet, and the gradual decline in newspaper readership (from 34% in 2007 to 31% now).
In 2010, for the first time, the internet has surpassed television as the main source of national and international news for people younger than 30.
The Test Chinese Schools Still Fail
High scores for Shanghai’s 15-year-olds are actually a sign of weakness.
A girl involved with the women’s libertarian group boarded a crowded bus and one man rose to his feet. “No, No, you must not give up your seat. I insist,” she said. The man replied; “You may insist as much as you like, Lady. This is my street where I get off.”
Mr. R.B. Jones applied for a position with the government and was accepted. On his first day, the personnel dept processed his records. When asked what the R.B. stood for, he informed the clerk that they stood for nothing. His parents had named him with the initials only. The clerk informed him that his records could not show initials only so they typed his name as R. (only) B. (only) Jones. He got his first paycheck made out to Ronly Bonly Jones!
The reading material at the barbershop consisted entirely of murder stories, mysteries, thrillers, and ghost tales. When Peter asked the barber if he wanted to terrify his customers, he replied, “No. Peter. These books make the customers’ hair stand up and then it becomes easier to trim and cut.”
This Part for Infamous40000 . . . :
Waiting to hear back from Infamous40000 . . .
NSMA 2010 Session 1:
How to Implement a highly effective RTI Model
Timothy Edwards in Connecticut
1100 kids. 30 kids on Tier 3.
SRBI- Scientifically Researched Based Interventions
Must be Multi-Tiered.
Tier 1 is 80% of students – this applies to all students.
Tier 2 is 20% of 6th grade. Becomes less in 7th & 8th grade.
74% of kids coming at “Goal”
95% at goal at the end of 7th grade.
Highly successful model. By 8th grade, no students are below basic.
Focus on academic interventions.
See “What Needs to be in Place?” -
Understanding by Design
Use for Tier identification
Embedded- into the course of the day. Team meeting everyday. Moved from compliance issues to PLC practice.
Research based Instructional design
Instructional coaches do PD weekly
DDDM at grade level
Students & Families – students monitor their own progress.
Schedule – Flexible block schedule – kinda. Music is crucial to the district. Tier 2 or 3 comes out of encore periods. Needed flexibility from teachers as the kids would come and go throughout the year. Some kids would come out of Social Studies or Unified Arts (life skills, tech ed).
Personnel – 4 teams at each grade level. Down to 3 grade by grade level. 108 teachers for 1100 students. Reorganized teachers to include some interventionists as well as the core areas. 6 Intervention Teachers.
3 Tier Approach
Research based programs
Special Education referrals have dropped considerably. Data shows that progress is being made. This leads to fewer students being identified. They went from a discrepancy model to the RTI model.
Including special education teachers now. They were just using interventionists. Special education and regular education teachers are both included into the intervention classes.
45 kids in Tier 2 & 16 in Tier 3 per grade level – approximate.
Email Kristin for her schedule. Teachers cover lunch. firstname.lastname@example.org
Topics for embedded PD
Understanding by Design
Data Driven Decision Making & Data Teams
High Yield Instructional Strategies
Common formative & Summative Assessments
Standards Based Grading
Book study. Change in culture.
Instructional Rounds is next. They want teachers to do the instructional rounds.
PLC/Data Team Structure
Interdisciplinary Teams – includes encores. 6 teachers per team level. Unified Art is “core class”. Encore is PE, music and health.
Comprehensive & differentiated instruction informed by scientific research.
Ongoing, embedded PD
Instructional & Human resources.
PLC’s / Data Teams
Material and instruction at instructional levels.
The Assessment Process:
Screening – identifies students for targeted intervention – 3x a year.
Diagnostic – Pinpoint instructional needs
Progress monitoring – Shows whether the instruction is effective and impacting student skill development.
Tier 1 Assesment Questions:
Why is the student not performing at the expected level?
What skills does the student need to learn to be a skilled reader?
See Tier 1 Literacy Intervention Plan
Small group instruction – never more than 8 kids at a time.
Additional support (4x out of the 6 day rotation – 45 minutes)
Homogenous grouping. (Use Read Naturally).
Interventions are short term.
Work Your Way Back: (See handout).
AIMS web norms.
Keeping students aware is a big part of the process.
Tier 3: Customized and Intense.
Word warm ups
Individual or small group (4 or less).
Interventions require a high degree of expertise on the part of the teacher.
Fidelity of the Program:
Scientifically researched-based programs
Adherence to protocols:
NMSA 2010: Summarization in Any Subject
Rick Wormeli, 2010 (Handout provided)
email him if we want the Powerpoint presentation of this if we want it.
Break at 10:00 am and the water is behind him.
College websites have pages and pages of advice that should have been taught in elementary and middle school.
He started teaching in 1981.
Real learning has little to do with instruction.
Learning happens two ways:
They have to use it outside your classroom.
They need to summarize their learning in the middle and at the end of their learning.
Summarizing and debriefing.
What you teach is irrelevant. It’s what the kids carry forward that matters.
Lectures chunked with summarization increases learning.
It’s revitalizing to do summarizing.
Summarize the brown slide article selection:
Text from the presentation (Courtesy Rick Wormeli):
Take a look at the NMSA’s This We Believe materials, Turning Points 2000, or the on-line research at www.nmsa.org: middle level students are in prime exploration mode. They require ample opportunities to wrestle with ideas, not have those ideas spoon fed to them. They should feel safe and invited to experiment and fail in the middle of class or at home as they learn new material. Unfortunately, the way we’ve set things up in many middle schools, students consider academic struggle as being weak when it could be used as a launching pad for more effective learning instead.
Let’s make it okay to fail in the pursuit of learning. One of the most vivid ways we can do this is to model it. We set up real situations in which we do not know answers or how to solve problems – ‘really not know something, not just faking it — then find the answer or solve the problem constructively in front of students so they see what it looks like to not know something, to handle it wisely, and to remain a respected individual in the community. Many middle school students do not push themselves to explore different talents or new thinking because they are focused on protecting their reputations as the persons who always get the right answers. What potential is lost because a student needs to protect his personal status quo?
Prime exploration mode for middle school students.
They need opportunities to wrestle with ideas of their choosing.
They need to feel safe to experiment as they learn. (Free to fail.)
Schools are not set up that way unfortunately.
Policy: make it ok.
Model it for them.
Construct sandboxes to experiment it. It helps protect them in the social of transescent learning.
“Share deodorant zones” and tell your neighbor why it is a good summarization.
Person listening: agree or disagree, but tell why you agree or disagree.
Most of probably did well. Most kids haven’t done it and so they struggle with it.
What makes a summarization good?
Is it comfortable to share under the scrutiny of others?
Using one’s own words.
Give them a chance to language play to build vocab to summarize.
Jeremy ate pizza.
Embellish as needed. Give me 10 ways to say a sentence.
Writing process terms: they have to describe what they are doing/have done with the clay.
“Great books are rewritten.”
It captures the text accurately.
Could our neighbors get all the information in the topic from our summarization?
1. Read it.
2. Read it again.
3. Look for key terms that are critical for understanding.
4. Find key terms:
Nouns & Verbs
Words that without them, the sentence or passage wouldn’t make sense.
Things that answer the who, what, when, where, why, and how.
Chris Tovani, “I read it but I don’t get it.”
How was it to give advice on how well someone did on their summarization?
When we defend our thinking, we move into our internal editor.
They’ll remember it for much longer.
Kids will have to be taught on how to critique each other’s summarizations.
Gettysburg Address example
1. Go sentence by sentence.
2. Do a compressed poem.
3. Guided reading.
4. Visualization: Draw a picture.
5. Provide context to the document.
6. Ask students what their experience is with death and cemeteries.
7. Read aloud.
Yes, but by someone who knows the context and background. Don’t read it cold.
8. Define difficult words.
Pull out some phrases and then add them back in to reduce overloading.
Highlight contrast words: Now/ago for example
One strategy won’t work: You need 5 or 6 together to make it work.
Poetry Example: ”With hocked gems financing him . . . ” (Dooling and Lachman, 1971)
• With hocked gems financing him our hero bravely defied all scornful laughter that tried to prevent his scheme
• Your eyes deceive, he had said, an egg, not a table, correctly typifies this unexplored planet
• Now three sturdy sisters sought proof, forging along sometimes through calm vastness, yet more often over turbulent peaks and valleys
• Days become weeks, as many doubters spread fearful rumors about the edge
• At last from nowhere, welcome winged creatures appeared, signifying momentous success
Students must have a frame of reference to understand the metaphor: ”He flozzled his website.”
Is this a good or a bad thing? Add more context information to add clarity and creating background where there is none.
Tell the story of the Code of Hammurabi before discussing the Magna Carta.
Before studying the detailed rules of baseball, play baseball.
Before reading about how microscopes work, play with microscopes.
“In terms of standards, maybe a standard for exposure to exploring…” -A summarization of Bill Ivey and Rick Wormeli.
Before reading the Gettysburg Address, inform students that Lincoln was dedicating a cemetery.
Before reading a book about a military campaign or a murder mystery with references to chess, play Chess with a student in front of the class, or teach them the basic rules, get enough boards, and ask the class to play.
See Graph: ￼ (Courtesy Rick Wormeli)
Frontload and backload the hour.
Makes a difference
The bell work is always related to the stuff we’re doing that day.
Stop 7 minutes early and have them summarize what they learned in the hour. (Gotta do this one!)
Make these cycles with a beginning, a middle, and an end.
Free fact: If you’re not a good student, put your paper under a poorer student’s paper and you’ll get a better grade.
Definition: Summarization is restating the essence of text or an experience in as few words as possible or in a new, yet efficient, manner.
Sprenger’s Suggestions for Long Term Retention (How to Teach So Students Remember, ASCD, 2005) (Preview of the inside of the book: http://books.google.com/books?id=z5ipcWRLCPYC&printsec=frontcover&dq=%22How+to+teach+so+students+remember%22&source=bl&ots=fyqpgsXxJ8&sig=VOVU5LOBWF4-gZPA9CNtyzf0o_o&hl=en&ei=swTeTIfEHsbPnAe4_YSvDw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDIQ6AEwAw#v=onepage&q&f=false )
Reach: on an emotional level.
Recode: put it in terms of their own life
Reinforce: graphic organizer
Remember who’s doing the learning.
Break Here for Next Show:
Whomever responds to the students/classmates is doing the learning. Make sure the majority of the time it’s the students responding and summarizing, not the teacher.
Teachers ask 80 questions each hour on average, while students ask only two during that same hour. (Betty Hollas) Students learn more when they ask questions. Find ways to make question-asking so compelling and habitual they can’t escape it.
Have a conversation (with Wormeli) using only nouns.
First one to utter a verb loses.
Prime the brain prior to asking students to do any learning experience.
Priming means we show students:
1. What they will get out of the experience (the objectives).
2. What they will encounter as they go through the experience (itinerary, structure)
The Brain seeks wholeness. It will fill in the holes in partial learning with made-up learning and experiences and it will convince itself that this was the original learning all along. To prevent this:
Deal with misconceptions: Students should summarize material they already understand, not material they are coming to know.
Recall success with individual, unrelated items:
Age of Student
# of Unconnected, Individual Items Successfully Recalled
(plus or minus 2, Wolfe, 2001)
Courtesy Rick Wormeli’s PowerPoint.
Create or activate personal background.
Prime the brain.
Plan according to the Primacy-Recency Effect.
Use varied summary formats – written, artistic, oral, physical, musical.
Use summary experiences before, during, and after lessons.
Teach students to recognize familiar text structures .
Teach students to recognize familiar writing structures.
Chunk text and experiences.
Courtesy Rick Wormel’s PowerPoint.
Math books have more concepts per sentence and paragraph than any other type of text.
There is little redundancy in math text.
Words as well as numbers and other symbols are used throughout the text.
Eyes travel in different patterns than traditional left-to-right.
They often have distracting sidebars.
In most text there’s a topic sentence or key idea followed by detailed supports. In math, we get the details first then the topic sentence – the key idea is given in the form of a question or a task at the end. Students ahve to read the text agian after seeing this key idea and figure out what material in the text is important and unimportant.
Teach prefixes, roots and suffixes!
See the list in his handout.
Kids who know their roots and suffixes, can summarize.
Latin is Fun! - Book example.
Annotated text is one of the best things we can teach according to research.
(Check Mark) I agree with this.
X I disagree with this.
?? I don’t understand this.
!! Wow! (‘Elicits a strong emotion)
CL General Claim
EV Evidence for the Claim
(These can be numbered to indicate their sequence, too: EV1, EV2, EV3…)
The National Middle School Association announced today the arrival of their new executive director. You can read the press release here. Congratulations Dr. Drew Allbritten! (Umm . . . any chance on an interview for the podcast?)
The teacher says to her new class, “For our first lesson, each of you will stand up, tell us your name, what your father does, spell what your father does, and then explain it to us. All right, Billy. You go first.”
Billy stands up and says, “My name’s Billy. My father’s a lawyer, l-a-w-y-e-r, and he defends people in court.”
The teacher says, “Very good. All right, Benjamin.”
Ben stands up and says, “My name’s Ben. My father’s a pharmacist, f-a-m … f-a-r-n … f-n…”
The teacher says, “Benjamin, you go home tonight and learn how to spell pharmacist. All right, Jennifer.”
Jennifer stands up and says, “My name’s Jennifer. My old man’s a bookie, b-o-o-k-i-e, and if he was here, he’d give you nine-to-five odds Benjamin ain’t spellin’ pharmacist by tomorrow.”
A teacher asked one of the boys in her class,
“Can people predict the future with cards?”
His response is, “My mother can.”
The teacher replies in disbelief, “Really?”
The young boy is quick to explain,
“Yes, she takes one look at my report card and tells me what will happen when my father gets home.”
Who designed Noah’s ark? An ark-itect! (from Arkansas) …
What did they wear at the Boston Tea Party? T-Shirts!
When crossing the Delaware River why did George Washington stand up in the boat? He was afraid that if he sat down that someone would give him an oar to row!
If Atlas supported the world on his shoulders, who supported Atlas? His wife!
What’s the moral of the story about Jonah and the whale?
On Our Mind:
Interim Executive Director Named: Dr. Pino
From the NMSA Press Release:
“While National Middle School Association conducts a search for the next leader of the association, the NMSA Board of Trustees has appointed Dr. Santo Pino as interim executive director. Dr. Pino will work with the board and staff to continue to advance the work of the organization until a new leader is in place.
Dr. Pino is currently a consultant for schools and districts primarily in the state of Florida and serves as an advisor to the Florida League of Middle Schools. During his career, Dr. Pino has been a principal, a district director of middle level education in Florida and Ohio, and served as president of National Middle School Association (2000-2001). Additionally, Dr. Pino is a core member of the faculty for NMSA’s summer leadership institutes.
The NMSA board and staff are pleased to welcome Dr. Santo Pino.”
Get your tax deduction on school supplies. (IRS website)
Todd Williamson: 8 Internet Tools
(My notes incomplete due to session scheduling. Complete notes (and a Prezi!) can be found at Todd Williamson’s blog.)
Private micro-blogging service
If you can type, you can make movies.
Doesn’t require a sign-in.
Has a place to write the script.
Choose a camera angles.
Alice is a simple programming language between characters.
Similar to xtra, but xtra is simpler.
Make Beliefs Comix www.makebeliefscomix.com
Easy way to make a comic strip.
Leave it blank and have the kids draw in the background.
Public RSS feed page.
www.netvibes.com/sunfish#Science_Feeds (Note: This sample link is no longer available.)
Twilliamson15 on twitter.
Eight (or more) Tech Tools to Blend into your Classroom
Todd Williamson (See also Shawn’s Notes)
Session Description: This session will focus on web-based tools that allow your students to collaborate, communicate, and create. Join us for a fast-paced (possibly lightening fast) look at eight (or more) tech tools that you can use to enhance your teaching and student learning. Oh, and they’re free too!
Create multiple tabs on one web site. This means that the teacher need only send the students to one URL to see all of the sites. Great tool to solve the problem of students writing down multiple web sites.
No registration needed. Stickies on a wall. Useful as graphic organizer. Students can move the notes around.
Google Teacher Academy for Administrators: “We’re very excited to announce our first ever Google Teacher Academy for Administrators. Since many of you have been asking for a GTA for Admins for a while, we’ve decided to host the first one immediately preceding the ASCD conference, on Friday, March 5th in San Antonio, Texas. As you might know, the Google Teacher Academy for Administrators is a FREE professional development experience designed to help K-12 educational leaders get the most from innovative technologies. Each Academy is an intensive, one-day event where participants get hands-on experience with Google’s free products and other technologies, learn about innovative instructional strategies, receive resources to share with colleagues, and learn how to apply examples from our innovative corporate environment. Potential applicants include educational leaders or decision makers including (but not limited to) school principals, assistant principals, state, county or district superintendents, technology directors or coordinators, and CTOs who actively serve K-12 teachers and students. For more information, please check out: http://www.google.com/educators/gtaforadmins.html
Apply before midnight, January 25th here: https://spreadsheets.google.com/a/google.com/viewform?hl=en&formkey=dE1lYmFfTU4zN1RQWDBpX20wb3BsWXc6MA “