21st Century Skills:
Information and Communication Skills
Information and Media Literacy
Blogger
Wikispaces
Communication Skills
Gaggle
Web 2.0 for the Classroom Teacher
ePals
Thinking and Problem-Solving Skills
Questioning Toolbox
Critical Thinking and Systems Thinking
Graphic Organizer Tools
Problem-solving
Gliffy
Creativity and Intellectual Curiosity
Web 2.0 for the Classroom Teacher
Interpersonal and Self-Directional Skills
Interpersonal and Collaborative Skills
Gaggle
ePals
Self-direction
eCypermission
Accountability and Adaptability
Social Responsibility
Scorecard
Creative Action
21st Century Themes:
Global Awareness:
Gaggle
ePals
Google Earth
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
• National Budget Simulation
• 270 to Win
Health and Wellness Awareness
LoTi Resources:
LoTi Lounge
Graphing Tools
Rubric Building Tools
Survey Tools
Web-based Projects
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Thinkfinity
WebQuest
PHeT Simulations
Thursday, November 29, 2007
Wednesday, November 28, 2007
Welcome to the 21st Century Learning: Superintendent's Forum
Good morning and welcome to the 21st Century Learning: Superintendent's Forum. The goals for this two-hour session are as follows:
Goals:
Four overall goals of the session are: (1) to increase student achievement by focusing on 21st Century instruction and assessment strategies within a standards-driven curriculum, (2) to promote higher levels of teacher innovation modeled at the operational curriculum level, (3) to provide a data-driven approach to learning technology planning at the building level, and
(4) to implement a model of continuous improvement system-wide.
Agenda:
• 21st Century Learning Revisited
• H.E.A.T.
• 21st Century Learning & Student Achievement
• 21st Century Learning Makeovers
• LoTi Framework
• Clinical Observations
• 21st Century Learning Resources
• 5 C's of Instructional Leadership
• 21st Century LoTi Project Schools
• Summary & Reflection
21st Century Skills:
Information and Communication Skills
Information and Media Literacy
Communication Skills
Thinking and Problem-Solving Skills
Critical Thinking and Systems Thinking
Problem-solving
Creativity and Intellectual Curiosity
Interpersonal and Self-Directional Skills
Interpersonal and Collaborative Skills
Self-direction
Accountability and Adaptability
Social Responsibility
21st Century Themes:
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health and Wellness Awareness
Goals:
Four overall goals of the session are: (1) to increase student achievement by focusing on 21st Century instruction and assessment strategies within a standards-driven curriculum, (2) to promote higher levels of teacher innovation modeled at the operational curriculum level, (3) to provide a data-driven approach to learning technology planning at the building level, and
(4) to implement a model of continuous improvement system-wide.
Agenda:
• 21st Century Learning Revisited
• H.E.A.T.
• 21st Century Learning & Student Achievement
• 21st Century Learning Makeovers
• LoTi Framework
• Clinical Observations
• 21st Century Learning Resources
• 5 C's of Instructional Leadership
• 21st Century LoTi Project Schools
• Summary & Reflection
21st Century Skills:
Information and Communication Skills
Information and Media Literacy
Communication Skills
Thinking and Problem-Solving Skills
Critical Thinking and Systems Thinking
Problem-solving
Creativity and Intellectual Curiosity
Interpersonal and Self-Directional Skills
Interpersonal and Collaborative Skills
Self-direction
Accountability and Adaptability
Social Responsibility
21st Century Themes:
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health and Wellness Awareness
Sunday, November 18, 2007
LoTi Sniff Test
Is technology being used in the classroom? - Yes-LoTi 1
Is technology being used by students as part of the learning experience? - Yes-LoTi 2
Is there evidence of higher order thinking by students tied to the content? - Yes-LoTi 3
Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes-LoTi 4A
Is the learning experience student-centered? Yes-LoTi 4B
Is there two-way collaboration with experts outside the classroom? - Yes-LoTi 5
Do students have unlimited access to technology during the school day? - Yes-LoTi 6
Is technology being used by students as part of the learning experience? - Yes-LoTi 2
Is there evidence of higher order thinking by students tied to the content? - Yes-LoTi 3
Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes-LoTi 4A
Is the learning experience student-centered? Yes-LoTi 4B
Is there two-way collaboration with experts outside the classroom? - Yes-LoTi 5
Do students have unlimited access to technology during the school day? - Yes-LoTi 6
LoTi Adminstrator Workshop - GRREC: Reflection
Since most of the day was spent conducting H.E.A.T.analyses and "LoTizing" video clips and related learning activities, I wanted to provide you with some additional suggestions when conducting classroom walkthroughs or reviewing student products.
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Reaching consensus about the "learner-centeredness" of a classroom experience is sometimes difficult. The easiest way to achieve some type of consensus is to first divide the learning experience into three components: Content, Process, and Product. If you detect that a minimum of two out of three of these components is "learner-centered" then we call the entire experience a learner-centered activity. Conversely, if you detect that a minimum of two out of three of the components is "teacher-centered" then we call the entire experience a teacher-centered activity.
3. Whenever possible, use the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the content standards being addresssed and at the desired level of student cognition.
As requested, I have included the citations from "Current Research" from yesterday's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
The George Lucas Educational Foundation. http: www.edutopia.org
eMints National Center. http:///www.emints.org/evaluation/reports
B. Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.
Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.
C. Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.
Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
H.E.A.T.
Keep in mind that the LoTi level can easily be determined based on the amount of H.E.A.T. in the Classroom. H.E.A.T. represents:
Higher order thinking
Engaged learning
Authenticity
Technology use
The more H.E.A.T. in the classroom, the greater the level of student engagement!
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Reaching consensus about the "learner-centeredness" of a classroom experience is sometimes difficult. The easiest way to achieve some type of consensus is to first divide the learning experience into three components: Content, Process, and Product. If you detect that a minimum of two out of three of these components is "learner-centered" then we call the entire experience a learner-centered activity. Conversely, if you detect that a minimum of two out of three of the components is "teacher-centered" then we call the entire experience a teacher-centered activity.
3. Whenever possible, use the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the content standards being addresssed and at the desired level of student cognition.
As requested, I have included the citations from "Current Research" from yesterday's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
The George Lucas Educational Foundation. http: www.edutopia.org
eMints National Center. http:///www.emints.org/evaluation/reports
B. Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.
Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.
C. Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.
Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
H.E.A.T.
Keep in mind that the LoTi level can easily be determined based on the amount of H.E.A.T. in the Classroom. H.E.A.T. represents:
Higher order thinking
Engaged learning
Authenticity
Technology use
The more H.E.A.T. in the classroom, the greater the level of student engagement!
LoTi Adminstrator Workshop - GRREC
Provided below is the LoTi Administrator Workshop agenda.
• Bloom Review
• Complex Thinking Review
• H.E.A.T.
• H.E.A.T. Analysis
• Extreme Makeovers
• LoTi Framework
• DETAILS for the 21st Century
• LoTi Project Schools
• LoTi Next Steps
• 5 C's of Instructional Leadership
Please leave a comment about any questions from today's program.
May the LoTi Be With You!
Chris
Featured Websites
• 270 to Win,
• National Budget Simulation
• Reaction Time
Classroom Videos
Mabry online
Edutopia
Apple Learning Interchange 2007
Educational Technology Clearinghouse
Modeling Middle School Mathematics
LoTi Resources
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
PHeT Simulations
Blogger
Wikispaces
Reaction Time
• Bloom Review
• Complex Thinking Review
• H.E.A.T.
• H.E.A.T. Analysis
• Extreme Makeovers
• LoTi Framework
• DETAILS for the 21st Century
• LoTi Project Schools
• LoTi Next Steps
• 5 C's of Instructional Leadership
Please leave a comment about any questions from today's program.
May the LoTi Be With You!
Chris
Featured Websites
• 270 to Win,
• National Budget Simulation
• Reaction Time
Classroom Videos
Mabry online
Edutopia
Apple Learning Interchange 2007
Educational Technology Clearinghouse
Modeling Middle School Mathematics
LoTi Resources
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
PHeT Simulations
Blogger
Wikispaces
Reaction Time
Thursday, November 15, 2007
LoTi Math Workshop - November 15th, 2007: Reflection
Today, we had the opportunity to conduct some Extreme Makeovers for mathematics. I also introduced a concept called H.E.A.T. to help us think about ways of raising the bar for student engagement in the classroom. What causes one lesson to be at a higher level of engagement than another relates directly to the amount of HEAT generated.
HEAT
- Higher order thinking
- Engaged learning
- Authenticity
- Technology tools
During the morning, we discussed several makeover strategies for the video lessons presented (remember the lessons addressing central tendency, Archimedes Spiral, and area) as well as conducted an actual makeover for a math lesson addressing area and circumference of geometric shapes. The range of makeover ideas was excellent because they created more H.E.A.T. in the classroom which translates into improved student academic achievement. The actual makeover ideas appear below:
#1- Basketball/baseball comparison: Students will determine if pitching a baseball across home plate is easier than shooting a basketball through a basketball hoop based on their understanding of area and circumference.
#2 - Room Makeover: Students will conduct a classroom makeover in terms of rearranging and/or adding more furniture based on their understanding of area and circumference. Students will have to present a new blueprint for their proposed makeover using the Gliffy website.
#3 - Creating a Mural: Students will design a mural using different geometric shapes that will conform to the dimensions of an outside wall on a building in the Perth Amboy community. Students will use a digital camera to determine potential sites for the mural placement. Students will need to calculate area of the different locations in order to estimate the cost of paint, etc.
#4 - Inductive Reasoning: Students will work in small groups to inductively explore the concept of 3.14.
We ended the day with conducting a brief walkthrough of the online LoTi Classroom Teacher course as well as discussing topics for our December sessions. These topics included:
- Teaching Outside the Box, when Students Don't Know What's Inside the Box
- Using Technology Beyond Calculators
- Transient population enter middle math airspace
Kay will work with you in the meantime to submit one of your lessons for us to review through the LoTi Lounge.
Let me know if you have any questions.
May the LoTi Be With You Always!
Chris
HEAT
- Higher order thinking
- Engaged learning
- Authenticity
- Technology tools
During the morning, we discussed several makeover strategies for the video lessons presented (remember the lessons addressing central tendency, Archimedes Spiral, and area) as well as conducted an actual makeover for a math lesson addressing area and circumference of geometric shapes. The range of makeover ideas was excellent because they created more H.E.A.T. in the classroom which translates into improved student academic achievement. The actual makeover ideas appear below:
#1- Basketball/baseball comparison: Students will determine if pitching a baseball across home plate is easier than shooting a basketball through a basketball hoop based on their understanding of area and circumference.
#2 - Room Makeover: Students will conduct a classroom makeover in terms of rearranging and/or adding more furniture based on their understanding of area and circumference. Students will have to present a new blueprint for their proposed makeover using the Gliffy website.
#3 - Creating a Mural: Students will design a mural using different geometric shapes that will conform to the dimensions of an outside wall on a building in the Perth Amboy community. Students will use a digital camera to determine potential sites for the mural placement. Students will need to calculate area of the different locations in order to estimate the cost of paint, etc.
#4 - Inductive Reasoning: Students will work in small groups to inductively explore the concept of 3.14.
We ended the day with conducting a brief walkthrough of the online LoTi Classroom Teacher course as well as discussing topics for our December sessions. These topics included:
- Teaching Outside the Box, when Students Don't Know What's Inside the Box
- Using Technology Beyond Calculators
- Transient population enter middle math airspace
Kay will work with you in the meantime to submit one of your lessons for us to review through the LoTi Lounge.
Let me know if you have any questions.
May the LoTi Be With You Always!
Chris
LoTi Math Workshop - November 15th, 2007
Good morning! Today, we are going to focus on elevating the level of teaching innovation through our work with lesson plan makeovers. Please comment on the agenda or any other issue surrounding math instruction at McGinnis Middle School.
Bloom Review
H.E.A.T.
Extreme Makeover (EM) Model
EM -Middle School Math lesson
21st Century Rubric
online LoTi Classroom Teacher
Next Steps
As you explore the connections between teaching and learning and effective technology use, I wanted to provide you with specific links to support your journey into the Land of Extreme Makeovers.
LoTi Tools:
Partnership for the 21st Century
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
LoTi Resources:
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
Blogger
Wikispaces
Bloom Review
H.E.A.T.
Extreme Makeover (EM) Model
EM -Middle School Math lesson
21st Century Rubric
online LoTi Classroom Teacher
Next Steps
As you explore the connections between teaching and learning and effective technology use, I wanted to provide you with specific links to support your journey into the Land of Extreme Makeovers.
LoTi Tools:
Partnership for the 21st Century
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
LoTi Resources:
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
Blogger
Wikispaces
Tuesday, November 13, 2007
Day 2 LoTi ACBOE Math Coaches Institute - 11/14/07
Today, we will begin Day 1 of our LoTi ACBOE Math Coaches Institute. Today's agenda will focus on a Classroom "Visitation" Model
Agenda
* Status Report
* Math Coach Job Description
* Topic: Classroom Visitations
* Lesson Plan Reviews
* October 10th Math Inservice
Provided below is summary of the Institute's proceedings.
STATUS REPORT
* A technology inventory was completed by the Math Coaches and the Supervisor of Mathematics.
- New Jersey Ave School - Situation is stable in terms of technology access and use.
- Uptown Ave School - No lab time has been established by the math teachers, none of the math classrooms possess an LCD projector, and none of the available technology is being used.
- New York Avenue - Teachers attention is currently focused on the creation of math portfolios for the students. No lab time has been established by the math teachers.
- MLK - Teachers attention is currently focused on the creation of math portfolios for the students. No lab time has been established by the math teachers. Staff need overhead projectors.
- Texas Avenue - one computer per classroom and no LCD projectors available to the math teachers; computer use by 4th grade conflicts with the breakfast schedule.
- Sovereign Avenue - Six or seven computers available in the classroom; eight of the projectors lack a bulb as well as overheads
Overall Observations:
* Math teachers are not using the 5E Model (primarily stand and deliver)
* Many teachers emphasizing the wrong big ideas
* Need better quality with the Daily Math/Bell Ringer/Problem-of-the-Day activities
* Need greater consistency with the Math Mad Minutes in the classroom
* Pretesting of Benchmark #1 is completed and scored; posttest will take place during the week of 10/22/07
MATH COACH JOB DESCRIPTION
* Chris will secure the district job description for the math coaches and clarify their areas of responsibility.
* Chris recommends that all three Math Coaches attend formal LoTi training in or out-of-state. There will be a LMC Institute in Las Vegas during the week of December 3rd, 2007
CLASSROOM VISITATIONS
Today's presentation focused on clinical classroom visitations. Provided below is a summary of the key points from Chris' PowerPoint presentation.
Visitation Benefits
* Encourages reflection and analysis of teaching practices
* Promotes specific feedback over time
* Fosters collaboration among all stakeholders on campus
* Improves student achievement
Visitation Prerequisites
* Ability to conduct clinical visitations
* Thorough grasp of the “look-fors”
* High level of mutual trust, respect, and rapport
* A non-threatening, secure environment
* Focus on improved student achievement
Visitation Model
* Preconference
* Visitation
* Postconference
Visitation Preconference
* Agreeing on data collection technique(s)
* Asking questions to help plan lesson around the focus
* Creating a common understanding of the “look-fors”
* Working out the visitation logistics
Visitation Preconference: Data Collection
* Scripted Visitations
* Student Survey
* Student Interviews
* Teacher Interview
Visitation Preconference: Logistics
* Visitation time and date
* Positioning of observer
* Length of visitation
* Interaction with students
Visitation
* Note taking or visitation form?
* Partial lesson or entire lesson?
* Passive or active involvement?
* One or multiple visitors?
Visitation Postconference
* Teacher reflection
* Discussion of focus strategies or “look-fors”
* Planning for next observation
* Discussion of possible role reversals
LESSON PLAN REVIEWS
The summer lessons will be distributed to the math teachers during tomorrow's workshop. In the future, all lesson plans will be done on the computer with sufficient scaffolding to ensure a quality product.
OCTOBER 10TH MATH INSERVICE
Chris, Jose, and Ray will be facilitating the 5th-8th Grade Math inservice; Christine and Jen will be facilitating the 4th Grade math Inservice
FOLLOW-UP ACTION
* The Math Coaches will email requests for services beyond the scope of their job description to both Dr. Ray Allen and Marilyn Cohen for all items involving technology or technology procedures.
* The Math Coaches will complete one (1) Classroom Visitation cycle with a math teacher during the month of October, 2007.
* The Math Coaches will carefully review their job description and confirm with an email response to Donna Haye.
Let me know of any concerns or questions. Your comments are greatly appreciated.
Have Fun!
Chris
PS Please give me your feedback.
Agenda
* Status Report
* Math Coach Job Description
* Topic: Classroom Visitations
* Lesson Plan Reviews
* October 10th Math Inservice
Provided below is summary of the Institute's proceedings.
STATUS REPORT
* A technology inventory was completed by the Math Coaches and the Supervisor of Mathematics.
- New Jersey Ave School - Situation is stable in terms of technology access and use.
- Uptown Ave School - No lab time has been established by the math teachers, none of the math classrooms possess an LCD projector, and none of the available technology is being used.
- New York Avenue - Teachers attention is currently focused on the creation of math portfolios for the students. No lab time has been established by the math teachers.
- MLK - Teachers attention is currently focused on the creation of math portfolios for the students. No lab time has been established by the math teachers. Staff need overhead projectors.
- Texas Avenue - one computer per classroom and no LCD projectors available to the math teachers; computer use by 4th grade conflicts with the breakfast schedule.
- Sovereign Avenue - Six or seven computers available in the classroom; eight of the projectors lack a bulb as well as overheads
Overall Observations:
* Math teachers are not using the 5E Model (primarily stand and deliver)
* Many teachers emphasizing the wrong big ideas
* Need better quality with the Daily Math/Bell Ringer/Problem-of-the-Day activities
* Need greater consistency with the Math Mad Minutes in the classroom
* Pretesting of Benchmark #1 is completed and scored; posttest will take place during the week of 10/22/07
MATH COACH JOB DESCRIPTION
* Chris will secure the district job description for the math coaches and clarify their areas of responsibility.
* Chris recommends that all three Math Coaches attend formal LoTi training in or out-of-state. There will be a LMC Institute in Las Vegas during the week of December 3rd, 2007
CLASSROOM VISITATIONS
Today's presentation focused on clinical classroom visitations. Provided below is a summary of the key points from Chris' PowerPoint presentation.
Visitation Benefits
* Encourages reflection and analysis of teaching practices
* Promotes specific feedback over time
* Fosters collaboration among all stakeholders on campus
* Improves student achievement
Visitation Prerequisites
* Ability to conduct clinical visitations
* Thorough grasp of the “look-fors”
* High level of mutual trust, respect, and rapport
* A non-threatening, secure environment
* Focus on improved student achievement
Visitation Model
* Preconference
* Visitation
* Postconference
Visitation Preconference
* Agreeing on data collection technique(s)
* Asking questions to help plan lesson around the focus
* Creating a common understanding of the “look-fors”
* Working out the visitation logistics
Visitation Preconference: Data Collection
* Scripted Visitations
* Student Survey
* Student Interviews
* Teacher Interview
Visitation Preconference: Logistics
* Visitation time and date
* Positioning of observer
* Length of visitation
* Interaction with students
Visitation
* Note taking or visitation form?
* Partial lesson or entire lesson?
* Passive or active involvement?
* One or multiple visitors?
Visitation Postconference
* Teacher reflection
* Discussion of focus strategies or “look-fors”
* Planning for next observation
* Discussion of possible role reversals
LESSON PLAN REVIEWS
The summer lessons will be distributed to the math teachers during tomorrow's workshop. In the future, all lesson plans will be done on the computer with sufficient scaffolding to ensure a quality product.
OCTOBER 10TH MATH INSERVICE
Chris, Jose, and Ray will be facilitating the 5th-8th Grade Math inservice; Christine and Jen will be facilitating the 4th Grade math Inservice
FOLLOW-UP ACTION
* The Math Coaches will email requests for services beyond the scope of their job description to both Dr. Ray Allen and Marilyn Cohen for all items involving technology or technology procedures.
* The Math Coaches will complete one (1) Classroom Visitation cycle with a math teacher during the month of October, 2007.
* The Math Coaches will carefully review their job description and confirm with an email response to Donna Haye.
Let me know of any concerns or questions. Your comments are greatly appreciated.
Have Fun!
Chris
PS Please give me your feedback.
Monday, November 12, 2007
Turning Up the H.E.A.T.
H.E.A.T. Rubric
Higher order thinking: (1-6)
1 Students taking notes only; no questions asked
2 Student learning/ questioning at knowledge level
3 Student learning/ questioning at comprehension level
4 Student learning/ questioning at application level
5 Student learning/ questioning at analysis level
6 Student learning/ questioning at synthesis/evaluation levels
Engaged learning (1-6):
1 Students report what they have learned only
2 Students report what they have learned only; collaborate with others
3 Students given options to solve a problem
4 Students given options to solve a problem; collaborate with others
5 Students help define the task, the process, and the solution
6 Students help define the task, the process, and the solution; collaboration extends beyond the classroom
Authenticity (0-5):
0 The learning experience is missing or too vague to determine relevance
1 The learning experience provides no real world application, or represents a group of connected activities
2 The learning experience provides limited real world relevance, but does not apply the learning to a real world situation
3 The learning experience provides extensive real world relevance, but does not apply the learning to a real world situation
4 The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
5 The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students
Technology use (0-5):
0 No technology use is evident
1 Technology use is unrelated to the student task
2 Technology use appears to be an add-on and is not needed or task completion
3 Technology use is somewhat connected to task completion which involves one or more applications
4 Technology use is directly connected to task completion which involves one or more applications
5 Technology use is directly connected and needed for task completion and students determine which applications would best address their needs
Higher order thinking: (1-6)
1 Students taking notes only; no questions asked
2 Student learning/ questioning at knowledge level
3 Student learning/ questioning at comprehension level
4 Student learning/ questioning at application level
5 Student learning/ questioning at analysis level
6 Student learning/ questioning at synthesis/evaluation levels
Engaged learning (1-6):
1 Students report what they have learned only
2 Students report what they have learned only; collaborate with others
3 Students given options to solve a problem
4 Students given options to solve a problem; collaborate with others
5 Students help define the task, the process, and the solution
6 Students help define the task, the process, and the solution; collaboration extends beyond the classroom
Authenticity (0-5):
0 The learning experience is missing or too vague to determine relevance
1 The learning experience provides no real world application, or represents a group of connected activities
2 The learning experience provides limited real world relevance, but does not apply the learning to a real world situation
3 The learning experience provides extensive real world relevance, but does not apply the learning to a real world situation
4 The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
5 The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students
Technology use (0-5):
0 No technology use is evident
1 Technology use is unrelated to the student task
2 Technology use appears to be an add-on and is not needed or task completion
3 Technology use is somewhat connected to task completion which involves one or more applications
4 Technology use is directly connected to task completion which involves one or more applications
5 Technology use is directly connected and needed for task completion and students determine which applications would best address their needs
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