Begin with the End in Mind-2009 DI

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

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

Expanding the Morning Message : 

Expanding the Morning Message Monday: Messy Monday (editing) Tuesday: Tangled Tuesday (spelling) Wednesday: Wacky Wednesday (editing) Thursday: Thinking Thursday (problem solving) Friday: Fabulous Friday (week at a glance)

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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!” Notes:______________________________________________________________________________________________________________________________________________

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Classbuilding Class name: Sallee’s Shining Stars! Class cheer: ______________ 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 Notes:__________________________________________________________________________________________________________________________________________

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

Let’s Make an Appointment! : 

Hollas, B. (2005) Let’s Make an Appointment! 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ Random Random Random 7:00 Peer Tutor 9:00 Peer Tutor 11:00 Similar Ability 1:00 Similar Ability

Partner Reading : 

Partner Reading List your students from advanced to emergent readers . . . John Sally Ginger Tom Libby Samantha Jane Tim

Partner Reading : 

Partner Reading Divide the Class In Half . . . John Sally Ginger Tom Libby Samantha Jane Tim John, Libby Sally, Sam Ginger, Jane Tom, Tim

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Connecting: Self/Text/World Predicting/Anticipating Summarizing/Concluding Questioning/Monitoring Imaging/Inferring Evaluating/Applying Cunningham, et al (2000) Thinking Strategies

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Jensen, E. (2003) Peripherals Matter! Use your wall space wisely. Word Wall Word Families Content Alphabox Put new peripherals on the wall 2-3 weeks before you begin teaching a new concept. Notes:_______________________________________________________________________________________________________________________________________

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Allen, R. (2008) and Jensen, E. (2008) Questions Remember: Set up Time Trigger word Directions, one at a time Check for readiness Say trigger word Directions: “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. Responding to Questions Thank you Good effort I appreciate your answer.

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)

Think-Tac-ToePage 136 : 

Think-Tac-ToePage 136

4-6-8 : 

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

R.A.F.T.Page 70 : 

R.A.F.T.Page 70 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

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)

4-6-8 : 

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

Assessment : 

Assessment 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. Betty Hollas (2005)

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

Scoring Guide : 

Scoring Guide 4 – In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 – No major errors or omissions regarding the information. 2 – No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0 – Even with help, no understanding or skill demonstrated. Modified from: Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

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Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston, MA: Allyn & Bacon Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s Potential. San Francisco, CA: John Wiley & Sons Jensen, E. (2003) Tools for Engagement: Managing Emotional States for Learner Success. San Diego, CA: The Brain Store Jensen, E. (2000). Different Brains, Different Learners: How to Reach the Hard to Reach. San Diego, CA: The Brain Store Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store Marzano, R.J. (2003). What Works in Schools, Translating Research Into Action. Danvers, MA: ASCD Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD Tate, M. (2003). Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Corwin Press. Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development Clip Art: www.toonaday.com and/or www.pppst.com