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Thoughtful Classrooms

Thoughtful Classrooms. Working Together to Build Better Schools. Agenda. 8:30 Power of Reflection Learning Club Meeting Focus: Reading for Meaning 10:00 BREAK 10:15 Building a Learning Style Profile 11:30 Lunch 12:45 Overview and Questions 1:00 Looking Back on the Journey

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Thoughtful Classrooms

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  1. Thoughtful Classrooms Working Together to Build Better Schools

  2. Agenda 8:30 Power of Reflection Learning Club Meeting Focus: Reading for Meaning 10:00 BREAK 10:15 Building a Learning Style Profile 11:30 Lunch 12:45 Overview and Questions 1:00 Looking Back on the Journey Chutes and Ladders 2:00 Gallery Walk 2:15 Making MUSIC Celebration 3:15 Evaluation

  3. Thoughtful Questions • What is the most effective means of improving the craft of teaching? • How can a Learning Style Profile guide instructional decisions? • What can we learn from the journey? • How do we prepare for what lies ahead? • What is the TEMPO of your style?

  4. What is learning?

  5. How do I learn?

  6. What have you learned?

  7. What is the Most Important Element in Improving Professional Learning? Reflection

  8. What do you do when you reflect? Reconsider: question yourself and challenge your assumptions. Reconnect: examine trends, data and your own practices. Reframe: see the world in a new and different way.

  9. Kinds of Intelligences Neural Innate Birth Experiential Acquired Personal Experiences Reflective Control System

  10. Academic Performance Barbara Delbert Alan High Hidden Skills of Academic Success Gina Ethan Calvin Medium Hilda Low Iris Frank Low Medium High Background Knowledge

  11. Instructional Learning Teams Focus Reading for Meaning Collaborative Sharing, getting feedback, suggestions, and help from colleagues. Instructional Learning Teams Reflective and Analytical Looking back on the lesson and student work. Instructional Learning Teams Adaptive Revisiting the lesson to make improvements. Instructional Learning Teams

  12. Instructional Learning Teams Focused Conversation Instructional Practice Lesson or Unit Design Problem or Challenge Brag or Bemoan Collaborative Listening, sharing, getting feedback, suggestions, and help with challenges, concerns or ideas colleagues are wrestling with. Instructional Learning Teams Reflective and Analytical Looking back , looking inward, looking externally, and looking forward in order to improve. Instructional Learning Teams Adaptive Refining and re-”visioning” and testing new ideas. Instructional Learning Teams

  13. What did you do in school today? Learning FROM a test not FOR IT

  14. An elementary school student from… Oh, we know, we looked at a whole bunch of fossils and had to try and figure out how the animals lived and we only had pictures of their bones to go on. You’d be surprised how much you can learn from a tooth.

  15. A middle school student from.. We had to figure out how much medication to give a patient based on how the drug dissolved in her bloodstream. We had to develop graphs and write up explanations about the effects of different dosages. I never knew algebra could be so useful.

  16. A high school student from New York… It was pretty cool, we read documents about the role of government by a whole bunch of people: Jefferson, Madison, Lincoln, Mussolini, Confucius. Then we had a big debate about what government owes its citizens and what citizens owe their government. We had to back up everything we said with reasons, evidence, and counter arguments.

  17. Reflection Using the Portfolio Work with your learning team at your table. Each of you will share samples of student work and as a team use the different panels of the portfolio to deepen your understanding of the strategy, Reading for Meaning.

  18. Reading for Meaning • Patriotic Mathematics What percentage of today’s United States were the original thirteen colonies? Agree or Disagree The percentage you want to find out is your variable. ___You want to find out what percentage of 13 is 50. ___The word “of” in the statement stands for division. ___The word “is” stands for an equal sign. ___The equation can be written x%(50)=13. ___There is insufficient information to write an algebraic equation. explain

  19. Write an algebraic equation for each of the statements and find the missing variable. • What percentage of U.S. states border Kentucky? • What percentage of the states are west of the Mississippi? • What percentage of states participate in the Southeast Conference in basketball? • What percentage of the states end with the letter A? • What percentage of the states begin with N? Write TWO state percentage problems of your own, exchange with a partner and check their work.

  20. Focus Reading for Meaning • Did the lesson meet the goals? • Did you follow the steps in planning? What did you learn from planning the lesson?

  21. ReflectionHow did the lesson go?What would you dodifferently?What worked well?What did you learn fromthe student work?

  22. Self Assessment Where are you now? Where do you want to be? What are you next steps?

  23. 5 Reasons Reading for Meaning Matters • Standards and Tests • Comprehension • Classroom Achievement • Life Long Learning • Universality

  24. What data do you use to inform you of how your student learns well? How do you use this information to guide instruction? What data do you use to stay informed about how well a student learns? How do you use that information to guide instruction?

  25. What would happen if instead of just asking “How well did our students learn?” schools asked the question, “How do our students learn well?”

  26. Think about a student this year you are working hard to understand…. an underachiever or low achiever. Write a little case study about the student. Include in your description: physical appearance, behavior in school (academically & socially), interests inside and outside of school, and insights about how he/she learns.

  27. Meet Dorothy Dorothy

  28. How might a Learning Style Profile help you to better understand and better teach this student? Read the Learning Profile on page 83 of your binder. How would this profile help you plan for Dorothy’s success?

  29. How can teaching “to” learning styles help schools reach achievement goals?

  30. How do I teach to Depth of Knowledge “with” Learning Styles? Determine your goals and objectives Establish questions/activities in all four styles. Provide students with choice or sequence to follow Tell student the criteria for success up front. Have students reflect on the learning and their own style preferences

  31. Why teach about Learning Styles? Students will be more responsible for their own learning when they: • understand what learning is; • understand how they learn; • know that there are a variety of valid ways to learn; and • see that there is a difference between an approach to learning and learning itself.

  32. Understanding is arriving in a place you have always been, but seeing it for the first time.If I knew then, what I know now……

  33. What Are Your Chutes and Ladders? Create a game board which shares your accomplishments and challenges in growing Thoughtful Classrooms in your building.

  34. Craft Knowledge • If I knew then, what I know now…..…

  35. Working on the CRAFT Collaborative Reflective Adaptive Focused Thoughtful

  36. Success Depends on Leadership • Set Goals and Clearly Communicate Goals • Understand Change Takes Time, Be Patient • Close and Curious, Know What is Happening • Cheerleader, not a Checker, Encourage • Examine Results, Ask the Right Questions • Self-Assess and Reflect Regularly • Search for Alternative Solutions to Barriers

  37. Success Deserves Celebration

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