Begin with the End in Mind

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Begin with the End in Mind: Mapping Out Your School Year Presented by: Cheryl Dick

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Daily Minutes: Math: 60 Language Arts: 150 Science: 30 Social Studies: 30 Total: 270 minutes

Morning MeetingHigh-Low : 

Morning MeetingHigh-Low Jensen, E. (2003)

Expanding the Morning Message : 

Expanding the Morning Message Monday: Marvelous Monday Tuesday: Tangled Tuesday (spelling) Wednesday: Wacky Wednesday (editing) Thursday: Thinking Thursday (problem solving) Friday: Fabulous Friday

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Jensen, E. (2008) Rituals Good class rituals are thoughtful, short, prearranged events. 100% Dependable Simple Engage EVERYONE End in a positive state Solve a recurring problem Examples of Rituals: Clap, clap, whoosh! Come to the carpet song Visitor: Time to stretch Good job, good job, clap, clap Turn to your partner and say, “Let’s have a great day!”

Pencils Out … We’re Ready to Write! : 

Pencils Out … We’re Ready to Write!

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Classbuilding Class name: Martin’s Motivators Class cheer: We are the class, the mighty quiet class, Miss Martin’s Class, Miss Martin’s Class! Class pledge: Learning is important and fun! I promise to try my best, work my hardest, follow directions and learn all I can learn today at school! Class song: We Are Family

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Attendance Work Hard Try Our Best Follow Directions Have Fun Mon Tues Wed Thurs Fri ________________________ ________________________ ________________________ ________________________ ________________________ Team Chart

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8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ It's Partner Time!

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Jensen, E. (2003) Peripherals Matter! Put new peripherals on the wall 2-3 weeks before you begin teaching a new concept.

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Jensen, E. (2003)

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Allen, R. (2008) and Jensen, E. (2008) Directions Remember: Set up Time Trigger word Directions, one at a time Check for readiness Say trigger word Example: “Oooh, I just thought of a great idea. Please stand up.” In just 10 seconds, when I say go . . . . . . take 10 giant steps in any direction. Go.

Positive Disruptors : 

Positive Disruptors

Differentiated Wait Time : 

Differentiated Wait Time Thinking takes time. Give students 5-10 seconds to respond to a question. Make sure they KNOW that they’re expected to use that time to think about their answers. Pair/Share answers Then, call on students to respond. Don’t call on students until at LEAST half of them have raised their hands. Betty Hollas (2005)

Differentiated Wait Time : 

Differentiated Wait Time Wait time will increase the quality and depth of answers in general. Often BOYS need more wait time than GIRLS. Some students from POVERTY need more wait time because they have less background knowledge and limited vocabulary. Often English-language learners need additional time to process. Many students with learning disabilities need extra processing time too. Betty Hollas (2005)

BUT. . .What about the ‘gifted’ kid? : 

BUT. . .What about the ‘gifted’ kid? Sometimes those highly able students in your room have neural networks that are much denser, and their thoughts and responses are more complex (Kingore, 2004). Betty Hollas (2005)

Encourage Higher Level Thinking : 

Encourage Higher Level Thinking Describe (knowledge) Explain (comprehension) Develop (application) Classify (analysis) Create a new (synthesis) In your opinion (evaluation) Betty Hollas (2005)

I’m done . . .What do I do now?? : 

I’m done . . .What do I do now?? What are anchor activities? specified ongoing activities on which students work independently ongoing assignments that students can work on throughout a unit Why use anchor activities? provide a strategy for teachers to deal with “ragged time” when students complete work at different times they allow the teacher to work with individual students or groups provides ongoing activities that relate to the content of the unit allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom Betty Hollas (2005)

Think-Tac-Toe : 

Think-Tac-Toe Betty Hollas (2005)

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Characters Setting Events Britney Spears Mall Losing $ Martha Stewart Beach Playing football Brad Pitt Jail Class Reunion Paris Hilton Movies Party Park Shopping Football Game Gambling Teaching Boating 4-6-8

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Betty Hollas (2005) Role Fraction Teacher Reporter Songwriter Audience Decimal Students Public Singer Format Love letter Friendly letter Business letter Rap Topic Explain Relationship Book Talk Causes/effects of the current economic situation Economics R. A. F. T.

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Pre-assessment: Determine students’ prior understanding and readiness for the content. Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth. Summative Assessment: Making sure they’ve reached the goals that have been set. Assessment

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Pre-assess Instruction/ Formative Assessment Summative Assessment Data Analysis Remediation/ Enrichment The Teaching Wheel

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Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Student Learning. Corwin Press Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Eric Jensen: www.jensenlearning.com Rich Allen: http://www.greenlighteducation.net/ Phillip Martin http://www.pppst.com/ Ron Leishman: www.toonaday.com Research Based Citations: