network for new science/math teachers november 17, 2009 lexington, ky brought to you by : university...
TRANSCRIPT
Network for New Science/Math Teachers
November 17, 2009Lexington, KY
Brought to you by:University of Kentucky
Partnership Institute for Math & Science Education ReformAnd
Kentucky Department of Education
Welcome!Help yourself to some refreshments
and networking
Let’s Get Acquainted!• Find the person in the
room who has the same number and color as you.
• Introduce yourself and share the funniest thing that has happened to you as a teacher thus far.
• On the signal, pair up with the other couple that has the same number as you. (all 7’s, all Q’s, etc)
• Introduce yourselves and decide the funniest story.
• Be prepared to share with the whole group.
Who is in the Room?
• Grade Level• Subject• Years of Experience
Your Facilitators for the Day
• Kim Zeidler-Watters– Director, PIMSER K-12 Math Science
Outreach
• Terry Parkey– PIMSER Regional Teacher Partner
• Tolene Pitts– PIMSER Regional Teacher Partner
• Becky W. Smith– PIMSER Regional Teacher Partner
Road Map for the Day
Learning ClimateBody of a
New Teacher
Teaching Reading
Break OutSessions
Group Norms• Stay on schedule; be on
time• Put cell phones on silent
and computers closed• Stay present, giving full
attention• Listen actively as others are
speaking• Be engaged—Be IN the work• Avoid sidebar conversations• Balance advocacy and
inquiry• Keep name tags visible• Rule of 2 feet• Any others?
Pre-Survey
• On an index card, please answer the following question:
What do you hope to get from these 6 meetings?
Place in the middle of your table when finished.
Body of a New Teacher
• Using the hand-out, answer each question based on your experience.
• Next, form subject specific groups of 2-3.
• Discuss your individual ideas and create a “Body” chart representing the group.
A Picture of a NEW TEACHER in Math or Science
What data are you looking at?
What are you doing to improve instruction in math or science?
What gives you a stomach ache?
What action steps do you want to take this year?
Where do you feel stuck?
What makes you feel good about your class?
What are teachers who teach math or science talking about?
What do you want to learn that will help improve math or science instruction?
Students Teachers Community School Culture
Teaching Reading inMath and Science
• Learning Targets– I can explain why
vocabulary development is important in math or science.
– I can identify the steps necessary to plan content vocabulary instruction.
Teaching Vocabulary
• Complete the pre-reading guide.
• In the section, “The Role of Text Features”, read the sub-section “Text Features: Vocabulary”
• Complete the reading guide as you read.
For Next Time
• Read the Frayer Model strategy and decide how you would like to use this with your students.
• At the next meeting, bring some student samples and be prepared to share pros and cons of this strategy.
Learning Climate
Learning target:• I can write a concept
definition for learning climate.– This means I can define
learning climate by providing the relationship to a larger idea, examples, non-examples, and critical attributes.
Recipe for Success• Imagine how frustrating culinary
school would be if the only feedback a student chef received was “Make this taste better.” Now imagine the same problem applied to school improvement. – How does one become a ‘better’ teacher?– What are the characteristics of effective
teaching that distinguish the most effective teachers?
– How does one become a ‘better student’?– What are the characteristics of effective
learning that distinguish the most effective students?
• Create a Recipe for Success– On an index card, jot down the key ingredients for
school improvement
High Quality Teaching and Learning
LEARNINGCLIMATE
Use the descriptors to rank order yourself in terms of Learning Climate
Learning Climate• Complete the companion viewing guide as you
watch the video in your subject alike groups
Learning ClimatePost-viewing:• How did the teacher show evidence of high expectations
through her instruction and interactions with her students?• Share examples of classroom management used during both
instruction and transition.• What strategies were used to increase student engagement
and motivation?• What feedback was provided to students that reinforced
classroom expectations?• What did you observe that you could immediately implement
in your classroom to improve climate? How will you measure implementation impact?
What if we don’t attend to LC?
Strategies For Your Toolbox
•Grouping Method (playing card)
•Reading Guide
•Group Work
• Frayer Model•Video
Viewing Guide
• T-chart Reflection
• Sounding Board
Break Out Sessions
