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Buffalo/NUA Partnership3-Day Summer InstituteAugust 2013
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Rituals engage learners.- Eric Jensen
Without relationship no significant learning can take place.
-Dr. James Comer
WHY BUILD RELATIONSHIPS?
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Building RelationshipsBuilding Relationships• Cultural Pizza
Travel Family
Hobbies Music
All About
Me
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Setting up the NotebookSetting up the Notebook
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Table of ContentsTable of Contents
Date Topic/Strategy Date Topic/Strategy Page Page
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Introduction Building
Relationships NUA Core
Beliefs
NUA Classroom Practices
Instructional Assessment Break
Small Group Session
Flow of the DayFlow of the Day
LunchSmall Group
Session
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DAY ONE DAY ONE Small Group Session
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BUILDING RELATIONSHIPS
Quad Sign-in and Symbol
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Quad Sign-in Directions
• Groups of four• Draw the Quad Sign-in Primitive on a piece of chart paper.
• Draw a Symbol on a large Post It Note that shows your strength that you bring to your work.
• Post it in a Quad. • Considering the group strengths, determine a name and a slogan for your group.
• Introduce yourselves to the whole group.
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Debrief the CB• Teaching that incorporates the use of strengths optimizes the efficiency of the learning process.
• Having strengths recognized produces a sense of • confidence.• Confidence releases neurotransmitters of pleasure.
• The pleasure chemicals also stimulate memory”. • Pedagogy of Confidence pg. 92
• Why is knowledge of your students’ strengths important in planning your instruction?
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Setting up the Environment
Destiny Sticks
and
Flow of the Day
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The Walls are Talking about NUA
•Symbolic Representation•Five Critical Experiences•Culture, Language, Cognition•Five Rs•HOPS•How do learners become competent and confident?
•Start with student strengths!
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• Defining in Context w/Circle Map
Expectations
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Goal Setting: Expectations
•Essential Question: •What are your expectations for the 3 day NUA Summer Institute?
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The Frame
•What will you do to help realize your goals?
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Three Phases of the Lesson
Priming
Processing
Retaining for
Mastery
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Robert Marzano says…
The more vocabulary knowledge that is built, the more background knowledge can be assessed.
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22Taxonomy of words associated with
____________A- N-
B- O-
C- P-
D- Q-
E- R-
F- S-
G- T-
H- U-
I- V-
J- W-
K- X-
L- Y-
M- Z-
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Oral Speaking FrameOral Speaking FrameI have a word to add to the taxonomy of _________________ and my word is _______________.
I have some words to add to the taxonomy of __________________ and my words are ______________.
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CCSS
• L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs to describe.
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The anchor standard for College and Career Readiness: •Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Explicit Strategy Instruction
Today I am going to teach you how to use Composing with Key Words.
Composing w/Key Words is used for writing and language development.
It helps students practice writing and oral language.
There is no primitive for Composing w/Key Words.
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Have words! Can Write!• First, choose three words from your taxonomy that resonate with you.
• Then, create a sentence using all three words (NOT three sentences!)
• Place sentences on white paper and get ready to share with the whole group.
• Examine sentence with a partner. What makes this a good sentence?
• Share sentences and post near taxonomy.
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Oral Speaking Frame
Here are my words…
This is my sentence…
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Debrief the strategies
• How are these two strategies helpful in designing coherent instruction?
• CCSS: L.2.4 (a): Use sentence-level context as a clue to the meaning of a word or phrase.
• How will Composing with Key Words help students clarify meaning?
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Why NUA uses the Oral Speaking Frames:
• CCSS L.2.6: Presentation of Knowledge and Ideas – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• How might underachieving students benefit from using an oral speaking frame?
• Create your own frames to suit your purposes.
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NUA Explicit Strategy Instruction
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•Today I’m going to teach to you how to use a Key Word Notes.
•A Taxonomy is used for developing reading comprehension.
• It is also used for summarizing•This is the way you draw the primitive...
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Key Word Notes Primitive• Key Word Notes
1 2
3 4
5
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Key Word Notes Directions
• Work in pairs using individual Key Word Notes form.• Everyone reads designated piece of text individually, silently.
• Select 3-4 words as memory aids, writes in Box 1.• Partners tell each other what words they selected and why.
• Repeat steps 2-4, completing all segments, using boxes 2, 3, and 4.
• Texts face down, use your Key Words to write summary in box 5.
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Related Learning Principles• Choice enhances learning and contributes to positive attitudes.
• Comprehension is reinforced and enhanced by adequate processing time.
• Bursts of concentrated attention are better than continuous attention.
• Articulating what one has learned reinforces the learning.
• Learning is enhanced when students read, listen, speak, and write.
• Meaningful repetition cements learning
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Debrief the Strategy• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas and Details. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
• Why might repeated use of Key Word Notes increase how your students process and construct meaning of text?
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Cognitive Process or Function
Name orPrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
Building relationshipsActive Listening
Community Builder
Use often Priming NUA, Kagan, and others
VocabularyDevelopment
A TaxonomyBC
Each letter can have more than one word.
Priming Writing as Learning,Rothstein and Lauber
Reading comprehension summarization
Key Word Notes
Choose 3 -4 words Processing Thinking Strategies, Nessel
OrganizationNote taking
NUA Notebook
Skip 5+ pages to grow table of contents
Priming Writing as Learning,Rothstein and Lauber
EACH ONE TEACH ONE
Strategy Practice for fidelity
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•New strategy, old information.
•The brain will not, does not, and cannot learn two new things at the same time—new strategy, old information.
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Each One Teach One• Create partnerships A & B
• Select content you plan to teach or have recently taught.
• Each team selects a strategy they will teach another team.
• Decide who will teach first.• Introduce the the lesson and strategy using the NUA explicit strategy instruction.
• When both teams have finished teaching, post the evidence and artifacts of learning.
•
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•Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively.
Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
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• It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly (Gay, 2000).
Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
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•As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000; Hollins, 1996; Kleinfeld, 1975; Ladson-Billings, 1994, 1995).
Excerpted from “Preparing for Culturally Responsive Teaching ’’ by Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 106-116 © 2002 by the American Association of Colleges for Teacher Education
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Culturally Responsive Teaching
Validating Empowering Transformative Comprehensive
Create a graphic representation for your piece
of text
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Culture is anything that is relevant and meaningful to you. NUA
• You will become an expert on one of the 6 characteristics of Culturally Responsive Teaching (Geneva Gay and Gloria Ladson-Billings).
• Study your Expert Card.• Create a symbolic representation, a graphic that represents your
characteristic.• Select a popular song that best expresses its “essence” of your
Culturally Responsive Teaching characteristic.• Present your group’s graphic and the song you have selected. • You have 3 minutes of protected reading time; 8 minutes to discuss
and create graphic. 5 minutes to caucus on song and performance, 1 minute to perform.
• Post your work.
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Learners acquire and store knowledge in two primary ways: linguistic (by reading or hearing lectures), and nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth).
The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned.
(Marzano, Pickering, & Pollock, 2001)31
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Final Reflection
Ball Toss
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Which strategies will you add to your pedagogy and why?
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DAY TWO DAY TWO Small Group Session
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“HONEY I LOVE…”
Community Builder
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He says,
"relationships,
relationships,
relationships!"
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Honey I love…
James Comer
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Honey I Love…
• Consider the work of a researcher that you apply to your beliefs, practices, and instruction
• Use the frame to share what you love about their work• Honey I love _______________ He/She says…
• Wait for the music to mix, mingle, and share
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Text-based discussionText-based discussion
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High Operational Practices (HOP) High Operational Practices (HOP) PEDAGOGY of CONFIDENCE
1. Identifying and Activating Strengths2. Building Relationships3. Nurturing High Intellectual Performances4. Providing Enrichment Experiences5. Incorporating Prerequisites for Learning6. Situating Learning in the Lives of the
Students7. Amplifying Student Voice
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W3’s Direction• Create a two-page spread in their notebooks.• Fold the odd numbered page in half.• Title the even numbered page “What I Read”. • Title the left side of the odd numbered page “What’s in My
Head”.• Title the right side of the odd numbered page “What My
Neighbor Said”.• Form partnerships.• Read the selected text for 2 minutes.• Share their notes with their partner for 2 minutes.• Note connections to what that their partner said in the “What
My Neighbor Said” column.• 10. The process is repeated until the entire text has been read.
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Explicit Teaching of Thinking Maps:
All About Me
Explicit Teaching of Thinking Maps:
All About Me
Circle Map Define in Context
Circle Map Define in Context
Lisa
Circle Map Define in Context
Lisa
Circle Map Define in Context
Lisa
Dog grandma
daughtergardener
teacher
author
mom
fisherwoman
NUA Mentor
Circle Map Define in Context
Lisa
Dog grandmadaughte
rgardener
teacherauthor
mom
fisherwoman
NUA Mentor
Circle Map Define in Context
Lisa
Dog grandma
daughtergardener
teacher
author
mom
fisherwoman
NUA Mentor
What makes me who I am?
Circle Map Define in Context
Lisa
gardenerdaughte
r
authorfisherwoma
n
teacher NUA Mentor
What makes me who I am?
super family
mom
Dog grandma
love of children
lifelong learnerexperience
s
adventurous spirit
Circle Map Function Remember• Define in context
• Gets ideas down
• Activates prior and experiential knowledge
• Priming
Write then draw
Accept responses
Self-correct later
Define concept
Frame
Bubble Map Describe
Lisa
Bubble Map Describe
Lisa
DescribeBubble Map
Lisa
faithful
Bubble Map Describe
Lisa
faithful
DescribeBubble Map
Lisa
faithful
Bubble Map Describe
Lisa
faithful
meticulous
DescribeBubble Map
Lisa
faithful
meticulous
DescribeBubble Map
Lisa
faithful
meticulous
dependable
Bubble Map Describe
Lisa
faithful
meticulous
dependable
DescribeBubble Map
Lisa
faithful
meticulous
dependable
Bubble Map Describe
Lisa
faithful
meticulous
dependable
sensitive
Bubble Map Describe
Lisa
faithful
meticulous
dependable
sensitive
DescribeBubble Map
dependable
meticulous
sensitive
faithful
Lisa
Bubble Map Describe
Bubble Map Function Remember• Describe
• Processing
Write then draw
Adjectives
Adjective phrases
Use “is”
Frame
Double-Bubble Map Compare and Contrast
Lisa Lisa
Double-Bubble Map
Compare and Contrast
Lisa Lisa
Double-Bubble Map
Compare and Contrast
Lisa Lisa
shellers
moms
love musi
c
Double-Bubble Map Compare and Contrast
Lisa Lisa
shellers
moms
love musi
c
Double-Bubble Map
Compare and Contrast
Lisa Lisa
shellers
moms
love musi
c
3 kids
lives in Austin
very politica
l
travel frequently
Double-Bubble Map Compare and Contrast
Lisa Lisa
shellers
moms
love musi
c
3 kids
lives in Austin
very politica
l
travel frequently
Double-Bubble Map
Compare and Contrast
Lisa Lisa
shellers
moms
love musi
c
3 kids
lives in Austin
very politica
l
travel frequently
Double-Bubble Map
Compare and Contrast
Double-Bubble Map Function Remember• Compare and Contrast
• Processing
Write then draw
Color Code
Similarities in center
Differences on outside edges
Not a one-to-one correspondence
Frame
Tree Map
Categorize
Tree Map
Categorize
Tree Map
Categorize
Tree Map
Categorize
Lisa’s StrengthsTree Map
Categorize
Lisa’s Strengths
Funloving Detail Oriented
Earth Friendly
Risk Taker
Tree Map
Categorize
Lisa’s Strengths
loves to Laughtalks to
strangers
editor/author
NO GMOs!!
gardener
fast cars
play hard
parachuting
Tree Map
Categorize
Funloving Detail Oriented
Earth Friendly Risk Taker
Tree Map Function Remember• Categorize
• Processing
“T” top; “T” drop; “T” stop
Title
No limit on branches
Frame
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Explicit Teaching of Thinking Maps:
All About Me
Bridge Map Shows Relationships
as as
Bridge Map Shows Relationships
Relating Factor:
as as
Bridge Map Shows Relationships
Relating Factor: Loves
as as
Bridge Map Shows Relationships
Relating Factor: Loves
Lisa
Family
as as
Bridge Map Shows Relationships
Relating Factor: Loves
Lisa
Family
Teacher
Students
as as
Bridge Map Shows Relationships
Relating Factor: Loves
Lisa
Family
Teacher
Students
Principal
Faculty and Staff
Bridge Map Function Remember• Show relationships
• Processing
Relating factor
Sentence form
Unlimited responses
Frame
Multi-Flow Map Cause/Effect
I have improved in
my judiciousness.
Multi-Flow Map Cause/Effect
I have improved in
my judiciousness.
Cause/EffectMulti-Flow Map
I have improved in
my judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
I have improved in
my judiciousness.
time
energy level
maturation
priorities
Cause/EffectMulti-Flow Map
I have improved in
my judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
I have improved in
my judiciousness.
time
energy level
maturation
priorities
think before speaking
creative bursts
confidence improved
pensive
Cause/EffectMulti-Flow Map
I have improved in
my judiciousness.
time
energy level
maturation
priorities
think before speaking
creative bursts
confidence improved
pensive
Cause/EffectMulti-Flow Map
Multi-Flow Map Cause/Effect
I have improved in
my judiciousness.
time
energy level
maturation
priorities
think before speaking
creative bursts
confidence improved
pensive
Multi-Flow Map Function Remember• Show cause and effect
• Processing
Event in center
Causes on left- arrows toward event
Effects on right- arrows from event towards effects May use event and either cause or effect
Frame
Flow Map Sequence
Flow Map Sequence
Flow Map Sequence Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Showered and dressed
Had breakfast
To AirportOn Plane
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Showered and dressed
Had breakfast
To AirportOn Plane
At airports In Plane
Lisa’s Yesterday
Flow Map Sequence
Morning Afternoon Evening
Showered and dressed
Had breakfast
To AirportOn Plane
At airports In PlaneArrived at destination Had Supper
Wrote reportShowered and to bed
Lisa’s Yesterday
Flow Map Function Remember• Sequence
• Processing
No Limit on boxes
Main events in large
boxes
Details in small boxes
Use arrows for both large and small boxes
Frame
Brace Map Whole to Part
Brace Map Whole to PartLisa’s
Garden
Brace Map Whole to PartLisa’s
Garden
One Acre Plot
Brace Map Whole to PartLisa’s
Garden
One Acre Plot
Brace Map Whole to PartLisa’s
Garden
One Acre Plot
Prepared Rows
Seeds
Stakes and Poles
Water and Sunlight
Brace Map Whole to PartLisa’s
Garden
One Acre Plot
Prepared Rows
Seeds
Stakes and Poles
Water and Sunlight
Fertilizer
Ridges
Holes
Brace Map Function Remember• Analyze
• Whole to Part
• Processing
Physical Object
Brackets
Can go as deeply as
desired Frame
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive Process or Function
Name orPrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
Defining in context
Circle Map Write then draw the second circle
Priming Thinking Maps, Inc
Describing Bubble Map
Use Adjectives or adjective phrases
Processing Thinking Maps, Inc
Cause and Effect
Double Bubble
Use colors Pay attention to arrows
Processing Thinking Maps, Inc
Categorizing Tree Map Type of...T Top, T Drop T Stop
Processing Thinking Maps, Inc
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive Process or Function
Name orPrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
Analogies Bridge Like and As Processing Thinking Maps, Inc
Cause and Effect
Multi-Flow Use colors Pay attention to arrows
Processing Thinking Maps, Inc
Sequencing Flow Subcategories Processing Thinking Maps, Inc
Part to Whole Reasoning
Brace Physical objects Processing Thinking Maps, Inc
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EACH ONE TEACH ONE
Strategy Practice for fidelity
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Each One, Teach One• Each person selects a strategy they will teach their partner• Partner A - Select student text... Based on your text, which • Thinking Map will you create and why? Introduce the
strategy using the NUA explicit strategy instruction.• Post completed Thinking Map.• Partner B – Using the same text and the Thinking Map
created by Partner A – Introduce another Thinking Map using the explicit strategy instruction and take your partner though the steps.
• Post Thinking Map.• Gallery Walk posted Thinking Maps with an eye for fidelity.
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Final Reflection
Concentric Circles
A
A
A
A
B
B
B
B
B
B
B B
B
B
B
B
B
B
AA
A
A
A
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• Letter off A-B• “A”s form a circle facing outward• “B”s form an outer circle (facing an “A”)• Facilitator displays discussion prompt• “A”s respond to prompt first…“B”s, listen only
• At the signal, facilitator says, “Switch!”
• “B”s respond to the same prompt…“A”s, listen only.
• At the signal, facilitator says, “Shift!”
• Listen carefully for which circle will shift and in which direction!
• Have fun reflecting!!!!
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Discussion Prompts
•Which of the Core Beliefs have we addressed?
•Which NUA Classroom Practices have been addressed up to this point? • Classroom Climate• Student Motivation and Engagement• Self-Directed Learning• Culturally Responsive Teaching• High Intellectual Performances
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DAY THREE DAY THREE Small Group Session
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HOW ARE YOU BUILDING RELATIONSHIPS DAILY?
National Urban Alliance for Effective Education-The Pedagogy of Confidence
A large percentage of students report a sense of alienation from school, believing that no one cares for them there (Jenson, 2009).
More than ever, the old axiom “students don’t care what you know, until they know you care” sums up the reality of reaching many of today’s students.
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Building Relationships
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Give One Get One
1.
2.
3.
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Give One, Get One• Use the “Give One, Get One” handout.
• What is unique about you?• Individually, write your responses in boxes 1, 2, and 3 until the
“Give One” column is full. Everyone stand and wait for the signal.
• When the music starts, mix and mingle. When the music stops, find a partner to share your “Give One” boxes. Write the name of the person who shared the information with you.
• Repeat for two more rotations
• Return to your table and share the ideas from the “Get One”
column.
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Four Square Writing
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Pre-metacognitive statement
In order for students to be Fantastic writers, they need ....?
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Writing Development
Sentence Stretchers
1
When
2
Determiner
3
Adjective
4
Animal
5Verb of
Locomotion
6
Adverb
7
Where
8
Punctuation
6
When
4
Determiner
3
Adjective
1
Animal
2
Verb
5
Adverb
7
Where
8
Punctuation
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Text-based DiscussionPunctuate Your Thoughts
• Protected Reading Time - review the text.• Use the following symbols to mark your text:
! = new learning /an “Aha!”
+ = something that you agree with
- = something you disagree with
? = something that you have a question about
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Debrief article and protocol• CCSS: RI.3.6: Distinguish their own point of • view from that of the author of a text.
• What specific elements of Punctuate Your Thoughts assist students in sharing their point of view and the author’s point of view?
• Share a few thoughts and ideas about the article.• One Minute Highlights
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Metacognition Frame
I know that I know something about ___________.
First,__________________________________.
Second,_________________________________.
In addition,______________________________.
Finally, _________________________________.
Now you know something that I know about ______.
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Metacognition• Begin with explicit strategy instruction
• Work individually to create your Metacognition on your learning from today including Culturally Responsive Teaching, NUA Classroom Practices, Priming, Processing, and Retaining for Mastery, or any of the strategies
• Share with a partner
• Use destiny sticks - individuals share with the whole group.
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Debrief the Strategy• CCSS:W.5.2: Write informative/explanatory • texts to examine a topic and convey ideas and information clearly.
• How can you use Metacognition in Science, Math, SS, P.E, etc?
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Cognitive Process or Function
Name orPrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
Evaluation,Retaining for Mastery
Ball Toss A ball can be make from paper and tape.
Retaining for Mastery
NUA, and others
Writing development
Sentence Stretcher
Edit the verb Processing Writing as Learning, Rothstein and Lauber
Writing 4 Square Writing
Expanded, deeper writing possible
Processing Judith S. Gould and Evan Jay
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive Process/Function
Name orPrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
Processing text
?!+_ Share the air time Processing NUA
Transfer of Learning
Each OneTeach One
Have fun and repeat often
Processing Retaining for Mastery
Summarization Metacognition Can be further developed into deeper writing
Retaining for Master
Writing as Learning, Rothstein and Lauber p48-51
Constructing meaning
Reflection Allow reflection time often
Processing Teaching with the Brain in Mind Eric Jensen
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NUA Notebook NUA Notebook Journal Reflection Journal Reflection
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Reflect, synthesize and write about your learning up to this point.
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EACH ONE TEACH ONE
Strategy Practice for fidelity
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Each One Teach One• Create partnerships A & B
• Select a lesson you plan to teach or have recently taught.
• Each person selects a different strategy they will teach their partner.
• Decide who will teach first, A or B.• Introduce the the lesson and strategy using the NUA explicit strategy instruction.
• When both partners have finished teaching, post the evidence and artifacts of learning.
•
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Peer Support
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Peer Support Directions
• Select one image that resonates with you.• Select either a thinking cloud (share an idea your image is
thinking) or a speech balloon (share something that your image is saying to another image or audience).
• Post images with clouds or balloons in your NUA notebook.
• Share with your table.• Using our Three Day Institute as the content, select
another image to convey a message to the whole group.• Post images with clouds or balloons around the room.• Gallery walk to view all posted images
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Debrief the Strategy• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas and Details.
• Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text.
• How will peer support help students be more engaged with non-fiction text?
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Cognitive Process
NamePrimitive
Remember…Best UsePriming, ProcessingRetaining for Mastery
Source
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Carousel
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Carousel Directions• Use destiny sticks for participants to work in groups
• Use destiny sticks for strategy selection for each group
• Each group will create charts and examples of their strategy to post in a carousel.
• The participants will use their Strategy Review Chart to check for fidelity.
• Use post-it notes as reminders and affirmations.
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Debrief the Strategy• Why would you want to replicate this process in a classroom?
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Instructional Planning Time
•Use your grade level materials and standards along with the template to get ready for implementation of NUA strategies from Day One of school.
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Connect:Connect:National Urban Alliance for Effective Education
33 Queens Street, Suite 100Syosset, NY 11791(800) NUA-4556(516) 802-4192www.nuatc.org
National Urban Alliance for Effective Education-The Pedagogy of Confidence
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Reflection/Review Content
LINES OF COMMUNICATION
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Follow these steps
•Form Line A and Line B•A shares – B listens•Switch!•B shares – A listens•Shift!
Dance! Dance! Dance!
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Prompts
• What will you share with one of your colleagues who didn’t attend the NUA Summer Institute?
• Share a strategy that you want to see implemented in every grade. Why?
• Share one practice that you want to implement in your classroom during the afternoon. Why?