Prepared for the Professional Learning Network of theSMYTH COUNTY SCHOOLS

by Dan Mulligan, flexiblecreativity.comMarch 2014

LET’S DO THIS VIRGINIA!PROACTIVE STRATEGIES TO RAISE STUDENT

ACHIEVEMENT

RIGOR with NURTURING

Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn

at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)

Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

2. communication,

3. collaboration, and

4. creativity and innovation.

READING COMPREHENSION, THE VIRGINIA MATH SOL, AND SKILLS FOR A SUCCESSFUL LIFE

Grade 3 Math

Grade 5 Math

Name thatEssential Knowledge

Essential Skills, andEssential Processes

4 – second partner

Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax.

*Please bring the handout and a pen(cil)!

Who owns this?1. Count the value of collections of coins and bills up to $5.00.

2. Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other.

3. Display gathered data in tables, either in rows or columns.

4. Identify examples of points, line segments, rays, angles, and lines

5. Recognize and demonstrate appropriate use of the equals sign in an equation.

6. Extend a given pattern, using numbers, geometric figures, symbols, pictures, or objects.

7. Identify which numbers are even or odd.

3.8a

1.10b

K.14b

3.15a

4.16c

2.20c

5.3d

The K – 5 Edition

Essential Elements of a Vertically Articulated Curriculum

(Attained Curriculum)

Essential

Skills &

Processes

Essential

Knowledge

Essential

Vocabulary

LEARNINGTARGET

(attained curriculum)

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pages6 – 14

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“A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.”

-Maya Angelou

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’.

Work with your partner to prepare a

conceptual example that can be shared with your staff.

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SPREAD the LOVE

Select a partner at your table – NOT currently seated next to you and sit together.

On a notepad, write the numbers 1 to 7 in a vertical list.

Advanced Organizers

Use Visuals

Advanced organizers help students organize the information and retain 5 times more of the information.

VENN DIAGRAMS

PlaneShapes

SolidShapes

Tools to Facilitate Deeper Thinking

The word expresses an action

The word is a ____________

49

16 1 7

11

336

25

cause effect

a.

b. Place the following numbers in the Venn Diagram:

49 2 81 21

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding

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page 23 - 24

page 32 – 35

Seth has 21 cents in his pocket.

Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were.

He would give Jesse 3 guesses. If Jesse did not guess correctly,

Jesse would have to give Seth 21 cents.

Should Jesse guess?

Conduct an experimental probability experiment to help explain your math thinking.

Should Jesse Guess

POSTER

Work Template

Students OWN a Vertically Articulated Problem Solving Strategy

Seth has 21 cents in his pocket.

Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were.

He would give Jesse 3 guesses. If Jesse did not guess correctly,

Jesse would have to give Seth 21 cents.

Should Jesse guess?

Conduct an experimental probability experiment to help explain your math thinking.

Should Jesse Guess

Does Jesse have a better than 50%

chance of guessing the right coins in 3

guesses?

Seth has 21¢ in his pocket.

Jesse has up to three chances to find what kind of coins Seth has in his

pocket.

Jesse should accept the challenge if his chances

are 50% or better.

I can find how many different coin combinations

make 21¢.

Pennies Nickels Dimes

21 0 0

16 1 0

11 2 0

6 3 0

1 4 0

11 0 1

1 2 1

6 1 1

1 0 2

There are 9 ways to make 21¢ and Jess has 3

guesses, the probability that Jess will guess correctly is

3/9 or 1/3.

Formative AssessmentFormative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

MOTOR

MOUTH

Things associated with school

BooksReport Cards

TeachersSchool Bus

CafeteriaPencilsErasers

Things associated with shapes

QuadrilateralVertex

Three-dimensionalAngleArea

Right Triangle

Things associated with numbers

DecimalPrime

Perfect SquareNumeratorDivisible Integers

Even

Thank you for your commitment to children!

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

--Zig Ziglar

Dan

Three types of curricula exist in any classroom:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary

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

words that capture the essential elements of

instructional strategies with

fidelity.

Enjoy working with your new best friend.

instructional strategiesPlease send a table

representative to pick-up a resource for each team

member.

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Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

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Identifying Similarities and Differences

WHAT’S MY RULE?Theme: Sports

YES NoStrike Stick

Split Puck

Pin Hoop

Gutter Goal

Rule: Bowling Terms

WHAT’S MY RULE?Theme: Geometry

YES NoTriangle Cube

Rectangle Pyramid

Square Pentagon

Quadrilateral Octagon

Rule: Plane figures with less than 5 sides.

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? ?

How can you use the Where do I belong? structure to support your

role as teacher/administrator?

A = bh

Opposite sides equal

1 right angle

Right Triangle

4 sides

3 sides

4 right angles

A = ½ bhRectangle

One side is the longest

OPEN TASK AND CONSTRUCTED RESPONSE

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