prepared for the fcps secondary collaborative learning team members of region 4 by dan mulligan, ed....

Prepared for the FCPS Secondary Collaborative Learning Team Members of

REGION 4 by Dan Mulligan, Ed. D., flexiblecreativity.com, (twitter: @drdanmulligan)

August 2015

UNLEASHING EACH STUDENT’S POTENTIAL:

RELATIONSHIPS + RIGOR + RELEVANCE =

RESULTSEssential

VocabularyEssential

Skills

EssentialKnowledge

LEARNING TARGET

HIGH EXPECTATIONS“Sometimes the questions are complex but the answers are simple.”

~Dr. Seuss

Resources

to

Share

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page 21 - 22

Essential Question: How can I engage my students with the VA math process standards?

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

HELPING STUDENTS DEVELOP UNDERSTANDING

Assessing for Conceptual Understanding

If you want a learner to

truly understand

and own essential

knowledge, expand your exploration

from ‘what it is’ to also ‘what it is

NOT’.

page8

The Power of Our Questions

page28

The second question (math version)

This is what the processstandards ‘sound-like’…

Think Pad is a resource designed to:• provide evidence of

understanding and participation during student-to student dialogue

• facilitate student reflection on their thinking

4 – second partner

Find a friend from another schools and grade-levels (a mix of courses is best). Say ‘hello’.

Find 2 comfortable seats and relax.*Please bring your handout and a pen(cil)!

Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key

words that capture the essential elements of

strategies to assist all students to be

successful used last year with fidelity.

Enjoy working with your new best friend.

Last year’s successful learning strategiesCREATING AN

ENVIRONMENT FOR LEARNING

SETTING OBJECTIVES AND

PROVIDING FEEDBACK

Unpacking the Standard

1. Create an Environment for Learning– Helping students know what is expected of them, providing

students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills

2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps

required of the process and practicing its variations; using the process or skill fluently or without any conscious thought

3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded

understanding and use of concepts and skills in real-world contexts.

Framework for

Instructional Planning McREL, 2012

Page8

A. CREATING AN ENVIRONMENT FOR LEARNINGADDITIONAL SAMPLE RESOURCES

pages 12 - 13

A. CREATING AN ENVIRONMENT FOR LEARNINGFOSTERING COLLABORATION WITH TECHNOLOGY

PRELIMINARY 2015 SOL STUDENT ACHIEVEMENT DATA BY DIVISION & REGION- SPRING 2015 SEARCHING FOR OPPORTUNITIES

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Good Instruction(Keep it Simple…Keep it Real)

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already

know more than we need to do that. Whether or not we do it

must finally depend on how we feel about the fact that we

haven’t so far.” ~Ron Edmonds

WHY ACADEMIC VOCABULARY?

Briefly share what you know about:

photosynthesis

Tell a chain story about the process of

photosynthesis…

…without using words that begin with:

P, L, T

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:

Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

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50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Geometry

PLANE FIGURE VOLUME TYPES of ANGLES

CONGRUENT CYLINDER

ISOSCELES TRAPEZOID

http://etc.usf.edu/clipart/

2013 2014 201540

50

60

70

80

90

100

Perc

en

t P

assin

g

White

All

SOL Math: Grade 7 Results

Does the system perform?Asian

Black

Hispanic

Poverty

LEP

SWD

2013 2014 201540

50

60

70

80

90

100

Perc

en

t P

assin

g

White

All

SOL Math: Pre-algebra Results

Does the system perform?Asian

Black

Hispanic

Poverty

LEP

SWD

2013 2014 201540

50

60

70

80

90

100

Perc

en

t P

assin

g

White

All

SOL Math: Algebra I Results

Does the system perform?Asian

Hispanic/Black

Poverty

LEP

SWD

2013 2014 201540

50

60

70

80

90

100

Perc

en

t P

assin

g

White

All

SOL Math: Algebra II Results

Does the system perform?

Asian

Hispanic

Black/Poverty

LEP

SWD

2013 2014 201540

50

60

70

80

90

100

Perc

en

t P

assin

g

White

All

SOL Math: Geometry Results

Does the system perform?

Asian

Hispanic/Black

Poverty

LEP

SWD

Self RelianceThere are three types of

baseball players-- those who make it happen, those who watch it happen, and those who wonder what happened.

Tommy Lasorda

teachers/administrators

Things to

Know

page3

FAIRFAX MATH ACHIEVEMENT BY REPORTING CATEGORY - SPRING 2015 SEARCHING FOR OPPORTUNITIES

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SPREAD the LOVE

Introduce your partner to the other people at your table. Form groups of three (3) or four (4).

Note: This may require recruitment from a neighboring table.

HELPING STUDENTS DEVELOP UNDERSTANDING

HELPING STUDENTS DEVELOP UNDERSTANDING

Things to

Know

page4

FAIRFAX MATH ACHIEVEMENT BY REPORTING CATEGORY - SPRING 2015 SEARCHING FOR OPPORTUNITIES

page6 - 7

Click on the arrow to start and stop spinner.

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dan