Las Puertas Community School July 28, 2015

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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It’s the beginning of the year and… • How will you plan to know who your students are on a personal and academic level?

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Why is this important? • You cannot differentiate instruction without assessing students’ prior knowledge and knowing their outside interests. • • • •

Choosing appropriate materials Allowing for student choice Academic readiness Interests

• You want to build relationships and connect with students. • Students’ outside interests and literacy practices help to build in relevancy and purpose for lessons. • • • •

Comic books = graphic novels Video games = classroom games/on-line games E-readers = Nooks, etc. Social Media = Authentic Technology Use/Wikis/QR Codes/Blogs Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Chalk Talk • What was the best part of your summer and why? • What do you like about school and what do you not like about school? • What do you enjoy doing when you are not in school?

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Building Relationships & Creating Connections • Creating the Conditions for Productive Group Work

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Silent Interview

That’s Me! • I am a student at Las Puertas Community School. • I was born in Tucson, Arizona. • I am born somewhere other than Tucson, Arizona. • I am an only child. • I can do a backflip. • I saw the movie Ant Man this summer. • I saw the movie Jurassic World this summer. • I have a Facebook page. • I use snap chat. • I play video games.

Surveys

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Tools for Getting to Know Your Students • http://www.sanchezclass.com/docs/student-interest-inventory.pdf Student Surveys • http://www.richland.k12.wi.us/HS/GT/Interest%20Survey%20ideas%2 0for%20older%20students.pdf Student interest survey • http://www.richland.k12.wi.us/HS/GT/Interest%20survey%20ideas%20for %20elementary%20and%20middle%20grade%20students.pdf Student Interest survey Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Other Ideas • “Best Way for Me to Learn [subject]” cards • Parent Assignment: “In a 1,000,000 words or less, tell me about your child” • Students write a letter as if they were their parents writing a letter to the teacher about their child

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Pre-Assessment

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Alphabet Brainstorming • Terms that represent the historical relationship between the United States and Cuba.

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Human Continuum • I can effectively teach 2 step equations.

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Generative Sentences • Given a word and conditions about the placement of the word, write a sentence • Forces attention to grammar and word meaning • Use student examples for editing

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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“Volcanoes”

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Try these . . . Word

Position

Length

cell

3rd

>6

Because

1st

< 10

Constitution

last

= 10

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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“Volcanoes” in the 4th Position

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Expanding a Generative Sentence

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Text Impressions • Make a list of key words from a passage students will be reading. • Ask them to write their own passage using the terms in order. • Great way to assess background knowledge, and it activates theirs.

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Key Words • resides • sovereign • government • governed • popular sovereignty • Constitution • proclaimed • Preamble • authority Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Anticipation Reaction Guide

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Anticipation Reaction Guide

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Anticipation Reaction Guide

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Introduction to Complex Numbers Error Analysis Sheet

Can explain what an imaginary number is, and can contrast it with real numbers Can reduce imaginary numbers to their simplest radical form Can cite at least two applications for imaginary numbers Understands the relationship between Cartesian, polar, and exponential forms of representation for imaginary numbers

Period 1 SS, LH

Period 2

Period 3 YV

RA, EO, LH

OJ, IH, SR, MM,

RC, NS, SA, JC, SZ

OS, SM, VR, EO, LH

IH, SR, RD, MM

NS, JC, SZ

JV, EO, KL, KD, NO, TO, MA, LH, VZ, UC, AZ

PL, GT, DM, SS, WB, CJ, LI, NH, RR, PF, DE, WR

NS, NH, CC, GT, JO, DD, SZ, WK, FL, BB, TR, FD, BH

Period 4 HG, FR, SL, VG, CC, KY, SD, KJ, NJ, FE, HU, YS

KL, DR, SD, CG, OG, QE, WN, RT, JK, FT, PD, NM, ER BB, QE

HG, FD, LK, VL, NK, DZ, SW, RY, HU, QE

What are your favorite ways to encourage collaboration between students? What are the benefits and challenges?

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Consensus Boards

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Collaborative Poster

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How have you helped today? Did you ask for help?

The Helping Curriculum

Did you offer help?

Did you nicely decline help so you could try it yourself?

Did you accept help?

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On-Task Partners

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Flexible & Purposeful Student Groupings • Flexible & purposeful student groupings are the “You do it together” stage of the Gradual Release of Responsibility instructional model. This stage scaffolds and supports students’ understanding of the concepts and skills being taught so the teacher can then move students to the “You do it alone” stage of the model.

• Flexible & purposeful student groupings focus on student/student interactions: learning through collaboration with peers. Students work together to solve problems, discover information and complete projects. This allows students to apply what they have learned during teacher-modeled focus lessons and guided instruction. • Students must be purposefully and flexibly grouped so that students’ skills are leveraged and maximized by the group.

Why group students in small groups? • Groups are remarkably intelligent and are often smarter than the smartest people in them (Surowiecki, 2005).

• Students educate one another and end up knowing more than they would have working alone. • Students involved in cooperative work demonstrate higher levels of academic learning and retention than their peers working individually.

• Cooperative group work has been shown to result in increased self-esteem, improved relationships among students, and enhanced social and educational skills. • Differentiation occurs by the scaffolding that peers provide for one another.

32 ARIZONA SCHOOL TRANSFORMATION GROUP /YUMA OCTOBER 2013

Group Students According To: •Academic Readiness •Interest Levels •Learning Style Preferences •Student Choice •Individual Student Needs

Alternate rankings You will need : Last assessment & Knowledge of students’ social skills •Rank students according to last assessment – highest score to lowest •Rank students according to their social skills •Each student has one score – For example, a student can rank 1 on the assessment and a 21 for social skills for a total of 22. •Divide list in half – students 1-15 would be on the first list and students 16-30 on the second list. •To form groups of 2 – student 1 is paired with student 16 – student 2 with student 17 and so on. •Groups of 4 – students 1, 2, and 16, 17. 34

Random.org •A deck of playing cards – minus jokers, kings, queens, jacks •Pull the Aces, 2’s, 3’s and 4’s from the deck. •Assign students a card. •As students come through the door, give them a card. •All the ones sit together; all the two’s; all the three’s; all the four’s. •Assign each suit a role. For example, the hearts are the material managers, the clubs are the scribes, etc. •Go to www.random.org – Choose the playing card shuffler from the first set of sites. • This site will allow you to randomly call on students using the cards you have assigned.

Flexible Student Groups – Video Conversation Roundtable • Mr. Hanify’s – ELA 9/10 Class • 1) How do the student groups scaffold and differentiate instruction for students? • 2) How do the student groups promote rich discussion?

• 3) How do flexible student groupings support students’ abilities to individually work? How do student groups support students with moving from the “You do it together” stage of the Gradual Release of Responsibility instructional model to the “You do it alone” stage? • 4) What evidence of learning do you see and/or hear?

TEACHER RESPONSIBILITY “I do it”

Purpose & Modeling Guided Instruction

“We do it”

Collaborative

“You do it together” “You do it alone”

Independent

STUDENT RESPONSIBILITY A Structure for Instruction that Works (www.fisherandfrey.com)

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Doug Fisher - GRR • Gradual Release of Responsibility

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Strategies Pre-Assessment & Productive Group Work

Getting To Know Students

• Chalk-Talk • Silent Interview • That’s Me • Surveys Strategies located at www.edusolutions21.com

• • • • • • • • •

Alphabet Brainstorming Human Continuum Generative Sentences Text Impressions Anticipation Reaction Guide Consensus Boards Collaborative Poster Helping Curriculum On-Task Partners

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Shaping Up A Summary Closure

Suzanne Kaplan, NBCT, Ph.D. Educational Solutions for the 21st Century Learner

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Thank You

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