5. •Be Present- in the now
(Please silence electronics)
•Step up/Step back
•Respect different learning and
processing styles
•Assume good intentions
•Respect time
•Respect confidentiality
•Focus on what we CAN do
•Keep an open mind
7. Standards and Indicators for Effective Teaching
1c. Demonstrate substantial content knowledge and
instructional pedagogy related to subject area(s), and
an in-depth understanding of adolescent
development and how students learn
2d. Differentiate instruction for a diverse group
using a PYD/CRP approach
3c. Collaborates effectively with colleagues on a wide
range of tasks.
3 a. Demonstrates the capacity to reflect on and
improve the educator’s own practice, using informal
means as well as meetings with teams and work
groups to gather information, analyze data, examine
issues, set meaningful goals, and develop new
approaches in order to improve teaching and
learning.
8. Essential Question
and
Transfer Goal
I can use research-based
strategies to build a positive
culture and increase student
outcomes.
How do all students learn
Science?
9. Learning and Language Objectives
Know
CRP/PYD
Reflection
Collaboration
Research-based instructional
strategies
Components of Standard 3
10. Learning and Language Objectives
Understand
How to incorporate research-based strategies
into mini-units and class instruction.
That reflection leads to growth and collaboration.
How the CRP mindset and strategies supports all
learners.
That communication and collaboration improve
student outcomes
11. Learning and Language Objectives
Do
Incorporate research-based strategies
including CRP/PYD that promote
improved student outcomes into
classroom instruction and well
developed Mini-unit plans.
Reflect, communicate and collaborate
on and about best practices.
12. Reception Line
Count off by 1-2-1-2-1-2
All the 1s form a large line facing all the 2s
Everyone should be facing someone
Each pair will have one minute to complete
and expand on the following sentence:
Hello my name is ____________________, at
home when I was young learning and
school were…
Rotate to the right and continue until you
have met everyone
13. 3. Demonstrates the capacity to reflect on
and improve the educator’s own
practice, using informal means as well as
meetings with teams and work groups to
gather information, analyze data, examine
issues, set meaningful goals, and develop
new approaches in order to improve teaching
and learning. Based on the overall
description of Standard
3, what kinds of indicators
would you expect to see?
Share and Chart
18. What does a scientist look
and sound like?
Draw/write-share
Display/Gallery/Debrief
19. Individual Reading
What Successful Science
Teachers Do (Chapter 6 excerpt p.152)
Reflection
How can you explore your
own cultural identity?
Who are you?
21. Shout it out!
Chapter 6 Excerpt
p.173
While we read this
excerpt aloud, when
we come across a
strategy you have
used shout out,
“I’ve got that Monty!”
41. •Be Present- in the now
(Please silence electronics)
•Step up/Step back
•Respect different learning and
processing styles
•Assume good intentions
•Respect time
•Respect confidentiality
•Focus on what we CAN do
•Keep an open mind
43. Standards and Indicators for Effective Teaching
1c. Demonstrate substantial content knowledge and
instructional pedagogy related to subject area(s), and
an in-depth understanding of adolescent
development and how students learn
2d. Differentiate instruction for a diverse group
using a PYD/CRP approach
3c. Collaborates effectively with colleagues on a wide
range of tasks.
3 a. Demonstrates the capacity to reflect on and
improve the educator’s own practice, using informal
means as well as meetings with teams and work
groups to gather information, analyze data, examine
issues, set meaningful goals, and develop new
approaches in order to improve teaching and
learning.
44. Essential Question
and
Transfer Goal
I can use research-based
strategies to build a positive
culture and increase student
outcomes.
How do all students learn
Science?
45. Learning and Language Objectives
Know
CRP/PYD
Reflection
Collaboration
Research-based instructional
strategies
Components of Standard 3
46. Learning and Language Objectives
Understand
How to incorporate research-based strategies
into mini-units and class instruction.
That reflection leads to growth and collaboration.
How the CRP mindset and strategies supports all
learners.
That communication and collaboration improve
student outcomes
47. Learning and Language Objectives
Do
Incorporate research-based strategies
including CRP/PYD that promote
improved student outcomes into
classroom instruction and well
developed Mini-unit plans.
Reflect, communicate and collaborate
on and about best practices.
54. Reflection
Which strategy will be the most difficult
for you to implement?
Why?
What can you do to change this? How
can you change the above to a strategy
that can work? Who in this room might
be able to help you? Where else might
you find resources?
55. Electronic Resources
And beyond…
Grab a laptop or smart phone
and explore together
58. Formative Assessments
Formative
Assessments ASCD
Spotlight on Science
WAC text code:
Wonderings, Ah-has
and Concerns
59. Read: While you read make text notations: “W” for any
Wonderings or questions “A” for any Ahas or agreements
“C” for any Challenges or comments with which you
disagree
Share: After you read, you will share your WACs with your
group in Round Robin format (Please remember to respect
your colleagues’ air time by staying in order.).
Round 1. Each person shares one of their Wonders
Round 2. Each person shares their Ahas
Round 3. Each person shares their Challenges
Group Discussion: Group discusses what they heard and
what it says about the document; Group discusses any new
insights that emerged
Whole Group Share: Group shares any remaining
questions about the text or any new insights about the
document
Debrief Process: How did this process help add meaning
to the text?
