presented by sandy akre fdlrs/galaxy sandra.akre@stlucieschools
DESCRIPTION
The Art and Science of Teaching Community of Learners Book Study. Presented by Sandy Akre FDLRS/Galaxy [email protected]. www.marzanoevaluation.com/fldoe. Clarity of the Learning Goal. “Adults do not learn from experience, they learn from processing experience.”. - PowerPoint PPT PresentationTRANSCRIPT
Presented by Sandy AkreFDLRS/Galaxy
The Art and Science of Teaching
Community of Learners Book Study
www.marzanoevaluation.com/fldoe
Clarity of the Learning Goal
“Adults do not learn from experience, they learn from processing
experience.”(Arline-Krupp, 1997)
What’s Inside
Chapter 1: Clarity of Learning Goals
Chapters 2-4: Introducing and Deepening Knowledge
Chapter 5: Engaging Students in Learning
Chapters 6 & 7: Rules and Procedures
Chapter 8 & 9: Relationships and High Expectations
Chapter 10: Unit and Lesson Construction
Mr. HutchinsClassroom
Common Themes
Research and Theory
Common Themes
ACTION STEPS
Common Themes
Three Types of Lesson Segments
12
Chapter 1
What will I do to establish and communicate learning goals, track
student progress and celebrate success?
•What do you want your students to Know Understand and Be Able to Do
•Rubrics ( Scale)
•Student Personal learning Goal
Personal Learning Goal
What is one area you would like to improve on in your teaching
skills?
What would you like to know or be able to do better after
participating in this book study?
Chapter 3
What will I do to help students practice and deepen their knowledge?
•Declarative Knowledge•Procedural Knowledge
Types of Content Knowledge
Procedural KnowledgeStrategies, Skills & Processes
Examples:• Performing long division
Sounding out a new word
Editing a composition
Processing Activities
Guided Practice
Types of Content Knowledge
Declarative Knowledge
Informational Examples:
Events during the Normandy
Invasion
Rules of Basketball
Characteristics of a cell
Processing ActivitiesSimilarities and Differences
Error AnalysisHomework
Chapter 4
What will I do to help students generate and test hypotheses about new
knowledge?
•Experimental Inquiry Tasks•Problem Solving Tasks•Decision Making Tasks•Investigation Tasks
Chapter 5
What will I do to engage students?
•High Energy•Missing Information•The Self•Mild Pressure•Mild Controversy
Chapter 6& 7
What will I do to establish or maintain classroom rules and procedures?
What will I do to recognize and acknowledge adherence or lack of adherence to classroom rules and
procedures?
Chapter 8
What will I do to establish and maintain effective relationships with students?
•Concern and Cooperation
•Guidance and Control
Chapter 9
What will I do to communicate high expectations for all students?
•If I believed each students in my class was completely capable of learning my instructional content, what would I be doing to make that happen?
Chapter 10
What will I do to develop effective lessons organized into cohesive unit?
•Time to revisit your personal goal.
Academic JournalWhat do you consider to be qualities of
effective teaching and the characteristics of an effective teacher?
• how you decide on what’s important for your students to learn and track student progress towards achieving your learning goals? (Ch 1)
• how you help students interact with and deepen their knowledge of new content. (Ch 2-4)
• how you actively engage students in learning. (Ch 5)• what your classroom rules and procedures are and policies for
adherence or lack of adherence to them. (Ch 6-7)• how you establish effective relationships with your students. (Ch
8)• how you communicate high expectations to your students. (Ch 9)• how you develop effective lessons organized into cohesive units.
(Ch 10)
Explain…
Assignments and Schedule
Week Chapter Topic Response Due By
March 13th
Through
May 22nd
Book Introduction
Chapters
1-10
Task 1: Reflect on your current practice in your Academic Journal
Task 2: Read assigned chapter
Task 3: Action Step Implementation Rubric
Task 4: Reflect and comment in Academic Journal
Friday of each week
Friday of each week
May 22
Wednesday of following week
Action Step Implementation
Wiki Etiquette
Marzanopd.wikispaces.com
A Wiki is a public work space. An Educational Wiki can be viewed by anyone but only those invited can edit.
Use professionalism. Provide constructive comments.
Be careful not to accidentally delete someone else’s responses.
Add only reputable links and resources.
In-service Documentation
Wiki Academic Journal
There is not a right or wrong answer to the reflection questions. Your responses are meant to encourage reflection on your teaching practices.
I am looking for responses that demonstrate that you’ve really thought about where you are and where you want to go next to improve your instructional practice.
I am also looking for thoughtful constructive feedback on each other’s journal responses that demonstrate you have read what other members have shared.
Responses will be Pass Excellent, Pass Satisfactory or
Revise
In-service Documentation
Action Steps Implementation
There is not a right or wrong answer to the Action Steps documentation. Your responses should demonstrate implementation of at least one Action Step from each chapter.
I am looking for clear and concise descriptions and examples showing implementation of strategies.
The Action Step Implementation Rubric will be emailed to [email protected] no later than Friday May 28th, 2010.
Responses will be Pass Excellent, Pass Satisfactory or
Revise
Scoring Rubric
In-service Documentation
At the Conclusion
You must complete the Evaluation form and email or fax to me by May 13th. The form will be posted on the Wiki Home page.
30 in-service points will be awarded for successfully completing all components of the book study. A letter of in-service completion will be mailed to you.
Participants who successfully complete the book study will be allowed to keep The Art and Science of Teaching book.