keys to equipping and empowering our teachers · keys to equipping and empowering our teachers ......

www.inspireandengage.com

Keys to Equipping and Empowering Our

Teachers

Facilitated by

Alisa Braddy and Denise White

Inspire and Engage Consulting Services


Richland Two Professional Development

http://www.leadered.com

http://www.leadered.com


Dr. Robert Sylwester

1. Where am I? 2. Who are all these people? 3. What are we going to do

today?

The Brain’s Three Questions


Keys for Equipping and Empowering Our Teachers

GOALS FOR THE DAY

Deepen understanding of three keys to teaching with intention.

Experience instructional strategies that can be shared with teachers as tools to improve student learning and achievement.

Discuss ways to support teachers during PLCs as they differentiate instruction, implement collaborative structures, and make learning active.


Key #1:

Differentiate

Instruction

Today’s Agenda Lunch

12:00 – 12:45

Key #2: Structure

Collaboration

Break

Key #3:

Implement Active

Learning


Alisa Braddy and Denise White

• Classroom Teachers • Instructional Coaches • National keynoters, presenters,

and trainers • Over 50 years combined

experience in education • Almost Authors

Our Mission: To inspire educators and equip them with the strategies, tools, and resources to engage all students in purposeful and meaningful learning experiences that will prepare them to meet the challenges of the 21st Century.


Get Out! You Too? (Record one item from each category)

2. Device

3. Food

1. Animal


When directed, go to the area of your

selected “favorite”.

High five others and exclaim, “Get out!

You too?”

Divide into groups of 3-5.

• Share with your group why you put

yourself here.

Get Out! You, Too!


Get Out! You Too?

1. Animal


Get Out! You Too?

2. Device


Get Out! You Too?

3. Food


Equipping and Empowering Our

Teachers to Differentiate Instruction


Goals for this Session:

• Develop a deeper understanding of differentiated instruction and its impact on student engagement and achievement.

• Explore a variety of ways to differentiate instruction to ensure appropriate challenge for ALL students while meeting their individual academic needs.

• Analyze strategies and tools that can be used to differentiate instruction.

• Create a plan for supporting teachers as they implement differentiated instruction.

Equipping and Empowering Our Teachers to Differentiate Instruction


Activating Prior Knowledge: Pass the Buck

• Distribute paper and different colored pens to the people at your table.

• On your paper, write what you know about differentiated instruction and/or any questions you have about it.

• When you hear the chimes, pass your paper clockwise.

• Read the comments and either finish one, respond to one, or create your own.

• Continue until you get your paper back.


Putting It All Together

• Read the comments and questions on your paper.

• Look for trends and highlight unanswered questions.

• Share with your group in a Group Huddle using the following sentence frame:

– “Something I noticed was ________.”


Discovering More about Differentiation

• Read the article on differentiated instruction.

• Underline any information that confirms what you discussed about differentiation or answers any of the questions created.

• Place a wavy line under any information that corrects or adds to your understanding of differentiation.


Group Definition

• Based on your reading and your discussion, as a group, generate a group definition for differentiated instruction.

• Create a way to express your understanding of the word (text, pictures, graphic organizer, etc.)

• Be prepared to share.


Differentiated Instruction is NOT…

• …creating an individual work plan for each student

• …using the brighter students to teach the others.

• …remedial instruction. • …dividing your class into the Bluebirds

and Redbirds. • …sacrificing whole group instruction.


Differentiated Instruction is…

• …an instructional concept that makes learning meaningful for all students.

• …a data-driven decision to use the right teaching and learning tools to meet the needs of students.

• …“responsive” rather than “one-size-fits-all” teaching.

• …the process of creating different pathways to meet the needs of a diverse group of learners.


Core Curriculum Standards (What you teach)

Differentiated Instruction

(How you teach it)


The brain research explains

what makes differentiation

effective.

Long Term Memory Storage

sensory

information

19

senses

Experience New

Information

Perceptual

Filter

unused

information

used

information

Short Term

Memory

unused

information

used

information

Working

Memory

unused

information

used

information

Long Term

Memory

© 2000 David Sousa – How The Brain Learns


The Reticular Activating System (RAS) is responsible for many cognitive functions related to awareness. •The RAS connects the brain stem to the cerebral cortex through various neural paths. •It’s the portal through which nearly all information enters the brain. •The reticular activating system forms a link between these two different regions. •It is a bridge between the upper brain and the lower brain. •It filters the incoming information and affects what you pay attention to.

What is the Reticular Activating System?


The Reticular Activating System (RAS) has two jobs:

• Attention-Maker: It makes your thinking brain pay attention to what’s going on in the environment.

• Attention-Breaker: It stops your thinking brain’s attention to what’s going on in the environment, causing the cerebrum to go on “automatic pilot”.

What Does the RAS Do?


What Triggers the RAS?

• When there is a perceived threat, the RAS triggers brain activity to “take the bridge” from the cortex to the limbic system (protective system).

• You can’t think or store memories in this area.

• Fight or flight response


What Triggers the RAS?

• When there is feeling of safety (physically and emotionally), the RAS triggers brain activity in the cerebral cortex.

• When there is cortical arousal:

– Problem-solving can occur

– Optimal level of challenge

– Learning only occurs at this position


Reflection

– How might academic instruction feel threatening to some children?

– What are the implications of differentiation on making learning emotionally safe for all students and how will that impact their learning?


How Do We Differentiate Instruction?

• Content • Process • Product


What Does it Mean to Differentiate Content?

• It does not mean teaching different content; it means teaching the content differently by adjusting the levels of depth, complexity, and readability of the materials.


Tools for Differentiating Content

• Text Complexity

• Length of Assignment

• Tiered Assignments


Ideas for Differentiating Text Complexity

• Use newsela.com to provide the same text at varying levels of complexity


Let’s Explore

• With a partner, go to newsela.com and sign up or sign in.

• Search for a topic.

• Scan the same article at various Lexile levels.

• Discuss what you notice about each article and jot down three insights.

• Pair up with another group and share your findings.

• Discuss how you could guide your teachers to use this tool to differentiate content.


Tiered Assignments

Tiering assignments allows students to continue to learn the same objectives and content, but they process the information and gain understanding at their ability/challenge level.


Analyzing Tiered Assignments

• Meet with a partner.

• Read the tiered assignments together.

• Discuss what makes them “tiered”.


Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use the relationship between addition and subtraction. (1.OA.6)

Tier 1 •Using the number tiles, create a fact family for each of the number sets in your math journal. •Choose one fact family to teach to a friend.

Tier 3 •Create a fact family for each of the number sets in your math journal. Write each one in your journal. •Create an original addition equation and use it to create your own fact family. •Using unifix cubes, demonstrate your fact family to a friend.

Tier 2 •Create a fact family for each of the number sets in your math journal. Write each one in your journal. •Using unifix cubes, demonstrate one of your fact families to a friend.


When Should an Assignment be Tiered?

When some students

• are ready to move ahead and other students need more time.

• would benefit from using different resources, readings, or materials to understand the basic concepts.

• need more modeling or scaffolding.

• need more challenge, more independence, or more complexity.

Differentiation in Action by Judith Dodge


Close Reading Procedures

• Read the article about tiered assignments.

• As you read, annotate your text using the following:

– ! = something interesting

– ? = something you have questions about

– __= something you want to capture/remember


Stand Pair Share

• Stand up and turn to your partner.

• Take turns sharing one thing you found interesting and one piece of information you wanted to capture.

• Sit down when you have both finished sharing.


What Does it Mean to Differentiate Process?

• Giving students a variety of ways to manipulate the content in order to make sense of it.


Tools for Differentiating Process

• Human Continuum

• Box-it


Human Continuum • Think about how much you know about the influence

Jackie Robinson had on the Civil Rights Movement. • Put yourself on the line. • Fold the line. • Form a group of four. • With your group, discuss what you know and/or what

questions you have. • As a group, select a way to read the article. • When all group members are finished, discuss what

you learned from Jackie Robinson’s letter about his feelings, hopes and desires for the lives of African Americans.

• Highlight evidence to support.


Box It Procedure

1. Find a partner.

2. Discuss and record your answer to the question.

3. Be sure to cite evidence from the text.

4. When you are finished, sign each other’s boxes beneath that question.

5. When finished find a different partner and work together on the second question.

6. Continue until time is called.


Write Pair Share

WRITE: How do these two strategies effectively differentiate the learning process?

PAIR: Find a partner.

SHARE: Take turns sharing what you wrote.


What Does it Mean to Differentiate Product?

• Offering students a variety of ways to demonstrate their understanding.


Tools for Differentiating Product

• Choice Menus

• Use of Technology


Differentiating through Choice Menus

•Differentiates by allowing students to demonstrate understanding based on their personal strengths and preferences. •Provides the brain-compatible element of choice.


Why Choice Menus are Effective

• Fosters student creativity and self-direction

• Allows teachers to work with small groups for differentiation

• Allows students to capitalize on their strengths

• Gives students the brain-compatible element of choice


Read and comprehend literature including stories, dramas, and poems

proficiently. (RL.10)

Write a summary of the play.

Create a storyboard illustrating the main

events of the play. Or this…


Choice Menus

• With a partner, look through the three choice menus.

• Discuss the following:

– What are common elements of all three?

– How do they differentiate the product?

– How might they impact student achievement?


Create a commercial jingle advertising your book. Be sure to include the title, author, a brief summary, and your opinion of the book. Record and/or perform for the class. Musical Rhythmic

Design a flyer promoting your book that features a captivating graphic that illustrates the main idea of the story. Include the title, author, a brief summary, and your recommendation. Display for the class. Visual Spatial

Dramatize a scene from your book. Be sure to “set up” your skit by telling us the title and author and where we “come in on the story”. Bodily Kinesthetic

Create a flowchart of the main events of your book. Use the flow chart to give us an oral summary of your book. (Be sure to include the title, author, and your opinion.) Logical Mathematical

Multiple Intelligence Menu for Literature

Assessment

Write at least 12 questions for a book club to discuss about your book. Include “suggested or possible answers”. Make sure your questions address the main characters and events in the book. Verbal Linguistic


Using the sports section of a newspaper, research the statistics of at least 20 players of one sport. After gathering data, record the mean, median and mode for the players on a PowerPoint Presentation. Explain what each number means to the sport. Point Value: 30

Create a questionnaire to gather data about three popular questions and have at least 10 people complete it. Present the mean, median, and mode of your data. Point Value: 20

Are you the mean, median, or mode in your classroom? Choose one physical aspect of your classmates (height, diameter of head, etc.) & after recording on a data table, calculate and show the mean, median, and mode. Point: 25

List Menu for Mean, Median,

and Mode

Create a flipbook for mean, median, and mode. Share an example of each one and how to calculate each. Points: 15

Write and perform a song or rap to help your classmates remember the difference between mean, median, and mode. Points: 20


Form a group of three. Identify the main topic and three most important details in your text. Retell the information in your text to a snap-clap rhythm you create. Musical Rhythmic

Draw a series of pictures that illustrate the main idea and details of the text. Use your illustrations to retell the information in the text. Visual Spatial

Act out your passage. Be sure to “set up” your skit by telling us the main topic and then acting out each detail. Bodily Kinesthetic

Create a flowchart of the main idea and important details of your book. Use the flowchart to retell the information in text. Logical Mathematical

Multiple Intelligence Menu for Retelling Informational Text

Retell the main topic and most important details of your text to a friend as he or she listens reflectively. Allow your friend to share what he or she learned from listening to you. Verbal Linguistic


Differentiating with Technology

•Creative technology tools allow students to create products that show what they know. •The open-endedness of tools like ToonDoo allow students to differentiate their own work.


Lorenzo’s ToonDoo summary of part of Wanted by Caroline B. Cooney

www.toondoo.com


Tyler’s ToonDoo summary of part of Fatality by Caroline B. Cooney

www.toondoo.com


Brainstorming

• With your group, make a list of other technology tools that students can use to create products to show what they know.

• Be prepared to share


The PLC Connection

• How can you support your teachers in their PLCs as they plan differentiated learning opportunities that include… – activities that meet his/her needs

– equal access

– challenging, but attainable

– appropriate level of challenge

• Discuss with the colleagues from your campus.

• Work together to create your PLC strategic plan.


Equipping and Empowering Our

Teachers to Structure Collaboration


“Isolation is the enemy of

improvement.”

-Tony Wagner

The Global Achievement Gap


Classified Ads

• Peruse the classified ads.

• Compare the number of jobs that require employees to work in isolation with those where employees are asked to work with others.

• Share your findings with the person next to you.


Research on Collaboration

• Cooperative learning demonstrated improvement of student engagement and retention of classroom material (Johnson and Johnson, 2009).

• Cooperative learning methods improve students' time on tasks and motivation to learn, as well as students' interpersonal relationships and expectations for personal success (Johnson and Johnson, 2009).


Research on Collaboration

• Collaborative discussion-based practices improved comprehension of the text and critical-thinking skills for students across ethnic and socioeconomic backgrounds.[Journal of Educational Psychology, 2009).]

• Studies show that when students are engaged in collaborative tasks, dopamine is released which serves as a self-rewarding system and increases retention of information (Willis, 2012).


Collaboration Group Work

Working together toward a

common goal

Working together toward a

common goal

Using a structure that

provides:

• Positive

Interdependence

• Individual

Accountability

• Equal Participation

• Simultaneous

Interaction


High Impact Collaborative Structures that Promote Teaching Excellence

• Turnabout Teaching

• Expert Jigsaw

• Playing Card Discussion


Turnabout Teaching

1) 27 + 5 =

2) 19 + 6 =

• Find a partner and identify yourselves as either “A” or “B”.

• Partner A teaches Partner B the first problem while Partner B “coaches” as needed.

• Switch roles and Partner B teaches the second problem to Partner A as Partner A “coaches” as needed.


Expert Jigsaw • Form Learning Club of four.

• As a group, decide who will become an expert on each section of the text.

• Form an expert group with people who have the same section.

• Read the section together and discuss the question “What should you do if you’re _________ during a tornado?”

• Highlight information in your section of the text that answers that question.

• Create a diagram illustrating what you should do if you are in a tornado __________________.

• Jigsaw back to your Learning Club and use your diagram to explain what your learned from your section of the text.


Playing Card Discussion

1. Draw a playing card from the deck.

2. Form a discussion group with the people who are holding the same numbered card.

3. Take turns answering the questions that match your suit.

4. Be sure to ask whether anyone in your group has anything to add about your topic.

5. Discussion continues until all group members have discussed their topics.


Playing Card Discussion Questions

SPADES: Explain what Tony Wagner’s quote “Isolation

is the enemy of improvement” means to you as an administrator.

DIAMONDS: Explain why you think so many teachers struggle to use collaboration effectively.

CLUBS: How could you communicate the power of the collaborative strategy “Turnabout Teaching” and encourage your teachers to implement it?

HEARTS: Which piece of research impacted you the most? Explain your thinking.


Think about…

• What types of reflective questions would you ask?

• How can you incorporate the language of the ELEOT rubric into your coaching conversations?

– collaborate with other students

– opportunities to revise and improve based on feedback

– demonstrates/verbalizes understanding


The PLC Connection

• How can you support your teachers in their PLCs as they plan collaborative structures that include…

– collaboration with other students

– opportunities to revise and improve based on feedback

– demonstrating/verbalizing understanding




Equipping and Empowering Our Teachers to Make

Learning Active and Engaging


Group Huddle

• Stand up and huddle in.

• Starting with the person whose birthday is closest to today, take turns discussing what active engagement looks like in a classroom.


Differentiating Between Compliance and Engagement

Compliance: the act of being in accordance with the requests or wishes of others.

Engagement: the act of being deeply involved in something.

How will you guide a teacher in differentiating between the two?


Research on Movement and Active Engagement

• A workplace study done by Galen Cranz found that sitting in chairs for more than 10 minutes led to the following:

• Reduced physical and emotional awareness

• Decreased productivity

• Increased fatigue


Benefits of Active Engagement/Movement

• Increased math, reading, writing scores

• Positive personal relationships

• Decreased depression, anxiety, fatigue

• Decreased disruptive behavior

(from Journal of School Health, Aug. 2011)


Close Professional Reading

• Read Eric Jensen’s article and annotate the text using the following:

– Using straight lines highlight any details that support the claim “movement is important in the classroom”.

– Using wavy lines, highlight any details that offer strategies for implementing movement in the classroom.

• Be prepared to discuss what you read.


High Impact Active Engagement Structures that Promote

Teaching Excellence

• Clock Appointments

• Think Dots

• Stand Up, Hand Up, Pair Up


Clock Appointments

4. Repeat as directed. Keep your clock!

12

3

6

9

1. Move around the room; stop with signal.

2. Record name of person.

3. Take turns discussing the topic.

Explain how the economic impact of the Great Depression has affected current economic legislation.

Discuss why the Hawley-Smoot Tariff Act was not successful in ending the Great Depression.

Discuss the Laffer Curve and why it is so controversial.

Do you agree with George Bush that Reagan’s economic plan is “Voodoo Economics”? Why or why not?


Think Dots Procedure 1. Roll the die.

2. Look for the corresponding die on your paper.

3. Read the prompt.

4. Share your answer with the group.

5. Record answer on your paper while everyone else does the

same.

6. Repeat the process until all prompts have been answered.

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice4.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__X3wRSCzCugsVwmqxtW0s6dITV6A=&h=100&w=100&sz=2&hl=en&start=3&tbnid=HVhx4mBC98f6PM:&tbnh=82&tbnw=82&prev=/images?q=dice+4&gbv=2&hl=en


Discuss benefits of

embedding purposeful

movement into

instruction.

Explain “episodic

encoding”.

Describe what happens

in the body during

movement.

Explain why we need

breaks from learning.

Discuss resistance

teachers may have to

embedding movement

and how you will

address those.

Describe ways that

movement can be

embedded in the

classroom without

interrupting instruction.

THINK DOTS!

http://images.google.com/imgres?imgurl=http://www.serenapowers.com/img/dice1.jpg&imgrefurl=http://www.serenapowers.com/dice.html&usg=__4T-cDPthjQQ74HFysCSPVzOwVC8=&h=120&w=117&sz=3&hl=en&start=5&tbnid=tAAkgRVapWchvM:&tbnh=88&tbnw=86&prev=/images?q=dice+one&gbv=2&hl=en

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice2.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__VchqXkaRRRhLLTGFQjYq20jwqzA=&h=100&w=100&sz=2&hl=en&start=3&tbnid=OKEsmRB8CzkOfM:&tbnh=82&tbnw=82&prev=/images?q=dice+2&gbv=2&hl=en

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice3.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__8nEtMAxUd6GgMC0NVW4k7JTutx8=&h=100&w=100&sz=2&hl=en&start=4&tbnid=weGxaMbJ6xRcVM:&tbnh=82&tbnw=82&prev=/images?q=dice+3&gbv=2&hl=en

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice4.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__X3wRSCzCugsVwmqxtW0s6dITV6A=&h=100&w=100&sz=2&hl=en&start=3&tbnid=HVhx4mBC98f6PM:&tbnh=82&tbnw=82&prev=/images?q=dice+4&gbv=2&hl=en

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice5.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__pAXaBp-r0GtoVQQyS9DrGD6wNwY=&h=100&w=100&sz=2&hl=en&start=5&tbnid=yM07nwTIvYtLEM:&tbnh=82&tbnw=82&prev=/images?q=dice+5&gbv=2&hl=en

http://images.google.com/imgres?imgurl=http://newmedia.purchase.edu/~Jeanine/dice6.gif&imgrefurl=http://newmedia.purchase.edu/~Jeanine/jsexamples.html&usg=__0HoQnQRWuVGtaH4iL6qFMOHwnnI=&h=100&w=100&sz=2&hl=en&start=4&tbnid=BGFTq8azwHxQBM:&tbnh=82&tbnw=82&prev=/images?q=dice+6&gbv=2&hl=en


Stand Up, Stand Up, Pair Up

• On an index card, write down three things you want to remember about purposeful movement and active engagement in the classroom.

• Stand up, put your hand up, and pair up with someone from another school.

• Take turns sharing your first idea.

• Repeat this process until you have shared all three ideas.

• Sit down when finished.


The PLC Connection

• How can you support your teachers in their PLCs as they plan collaborative structures that include…

– opportunities to engage in discussions with other students

– actively engaged in the learning activities



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