Buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt

1
Buffalo/NUA Partnership
3-Day Summer Institute
August 2013

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Rituals engage learners.
- Eric Jensen
Without relationship no significant
learning can take place.
-Dr. James Comer
WHY BUILD RELATIONSHIPS?

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Building RelationshipsBuilding Relationships
• Cultural Pizza
Travel Family
Hobbies Music
All
About
Me
National Urban Alliance for Effective Education-The Pedagogy of Confidence

44
Setting up the NotebookSetting up the Notebook

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Table of ContentsTable of Contents
Date Topic/StrategyDate Topic/Strategy PagePage

6
6
Introduction
Building
Relationships
NUA Core
Beliefs
NUA Classroom
Practices
Instructional
Assessment
Break
Small Group
Session
Flow of the DayFlow of the Day
Lunch
Small Group
Session

7National Urban Alliance for Effective Education-The Pedagogy of Confidence

8
National Urban Alliance for Effective Education-The
Pedagogy of Confidence

9
DAY ONEDAY ONE
Small Group Session

10
BUILDING
RELATIONSHIPS
Quad Sign-in and Symbol

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Quad Sign-in Directions
• Groups of four
• Draw the Quad Sign-in Primitive on a piece of chart
paper.
• Draw a Symbol on a large Post It Note that shows your
strength that you bring to your work.
• Post it in a Quad.
• Considering the group strengths, determine a name and a
slogan for your group.
• Introduce yourselves to the whole group.
11

12
Debrief the CB
• Teaching that incorporates the use of strengths optimizes
the efficiency of the learning process.
• Having strengths recognized produces a sense of
• confidence.
• Confidence releases neurotransmitters of pleasure.
• The pleasure chemicals also stimulate memory”.
• Pedagogy of Confidence pg. 92
• Why is knowledge of your students’ strengths important in
planning your instruction?
12

13
Setting up the
Environment
Destiny
Sticks
and
Flow of the
Day

14
The Walls are Talking about NUA
•Symbolic Representation
•Five Critical Experiences
•Culture, Language, Cognition
•Five Rs
•HOPS
•How do learners become competent
and confident?
•Start with student strengths!
14

15
• Defining in Context
w/Circle Map
Expectations

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Goal Setting: Expectations
•Essential Question:
•What are your expectations
for the 3 day NUA Summer
Institute?
16

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The Frame
•What will you do to help realize your
goals?
17

18
Three Phases of
the Lesson
Priming
Processing
Retaining
for Mastery

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Robert Marzano says…
The more vocabulary knowledge
that is built, the more background
knowledge can be assessed.

22
Taxonomy of words associated with
____________
A- N-
B- O-
C- P-
D- Q-
E- R-
F- S-
G- T-
H- U-
I- V-
J- W-
K- X-
L- Y-
M- Z-

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Oral Speaking FrameOral Speaking Frame
I have a word to add to the taxonomy of
_________________ and my word is
_______________.
I have some words to add to the
taxonomy of __________________ and
my words are ______________.

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CCSS
• L.2.6: Use words and phrases
acquired through conversations,
reading and being read to, and
responding to texts, including
adjectives and adverbs to describe.
20

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The anchor standard for College
and Career Readiness:
•Acquire and use accurately a range of
general academic and domain specific
words and phrases sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an
unknown term important to
21

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Explicit Strategy Instruction
Today I am going to teach you how to use Composing
with Key Words.
Composing w/Key Words is used for writing and
language development.
It helps students practice writing and oral language.
There is no primitive for Composing w/Key Words.

27
Have words! Can Write!
• First, choose three words from your taxonomy that
resonate with you.
• Then, create a sentence using all three words (NOT three
sentences!)
• Place sentences on white paper and get ready to share
with the whole group.
• Examine sentence with a partner. What makes this a good
sentence?
• Share sentences and post near taxonomy.
23

28
Oral Speaking Frame
Here are my words…
This is my sentence…

29
Debrief the strategies
• How are these two strategies helpful in designing
coherent instruction?
• CCSS: L.2.4 (a): Use sentence-level context as a clue to
the meaning of a word or phrase.
• How will Composing with Key Words help students clarify
meaning?
25

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Why NUA uses the Oral Speaking
Frames:
• CCSS L.2.6: Presentation of Knowledge and Ideas –
Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
• How might underachieving students benefit from using an
oral speaking frame?
• Create your own frames to suit your purposes.
26

31
NUA Explicit Strategy Instruction
17
•Today I’m going to teach to you how to
use a Key Word Notes.
•A Taxonomy is used for developing
reading comprehension.
•It is also used for summarizing
•This is the way you draw the
primitive...

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Key Word Notes Primitive
• Key Word Notes
1 2
3 4
5

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Key Word Notes Directions
• Work in pairs using individual Key Word Notes form.
• Everyone reads designated piece of text individually, silently.
• Select 3-4 words as memory aids, writes in Box 1.
• Partners tell each other what words they selected and why.
• Repeat steps 2-4, completing all segments, using boxes 2, 3,
and 4.
• Texts face down, use your Key Words to write summary in box
5.

34
Related Learning Principles
• Choice enhances learning and contributes to positive
attitudes.
• Comprehension is reinforced and enhanced by adequate
processing time.
• Bursts of concentrated attention are better than
continuous attention.
• Articulating what one has learned reinforces the learning.
• Learning is enhanced when students read, listen, speak,
and write.
• Meaningful repetition cements learning

35
Debrief the Strategy
• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas
and Details. Determine two or more main ideas of a text
and explain how they are supported by key details;
summarize the text.
• Why might repeated use of Key Word Notes increase
how your students process and construct meaning of
text?

36

Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Building
relationships
Active Listening
Community
Builder
Use often Priming NUA, Kagan,
and others
Vocabulary
Development
A Taxonomy
B
C
Each letter can have
more than one word.
Priming Writing as
Learning,Rothstein
and Lauber
Reading
comprehension
summarization
Key Word
Notes
Choose 3 -4 words Processing Thinking
Strategies, Nessel
Organization
Note taking
NUA
Notebook
Skip 5+ pages to grow
table of contents
Priming Writing as
Learning,Rothstein
and Lauber

EACH ONE TEACH
ONE
Strategy Practice for fidelity

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•New strategy, old information.
•The brain will not, does not, and
cannot learn two new things at the
same time—new strategy, old
information.
28

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Each One Teach One
• Create partnerships A & B
• Select content you plan to teach or have recently taught.
• Each team selects a strategy they will teach another
team.
• Decide who will teach first.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both teams have finished teaching, post the
evidence and artifacts of learning.
•
29

41
•Culturally responsive teaching is defined
as using the cultural characteristics,
experiences, and perspectives of
ethnically diverse students as conduits
for teaching them more effectively.
Excerpted from “Preparing for Culturally Responsive Teaching ’’ by
Geneva Gay Journal of Teacher Education, Vol. 53, No. 2, March/April
2002 106-116 © 2002 by the American Association of Colleges for
Teacher Education

42
• It is based on the assumption that when
academic knowledge and skills are situated
within the lived experiences and frames of
reference of students, they are more
personally meaningful, have higher interest
appeal, and are learned more easily and
thoroughly (Gay, 2000).
Teacher Education

43
•As a result, the academic achievement
of ethnically diverse students will
improve when they are taught through
their own cultural and experiential filters
(Au & Kawakami, 1994; Foster, 1995; Gay, 2000; Hollins, 1996; Kleinfeld,
1975; Ladson-Billings, 1994, 1995).
Teacher Education

44
Culturally Responsive Teaching
Validating Empowering Transformative Comprehensive
Create a graphic
representation
for your piece
of text

45
Culture is anything that is relevant
and meaningful to you. NUA
• You will become an expert on one of the 6 characteristics of Culturally
Responsive Teaching (Geneva Gay and Gloria Ladson-Billings).
• Study your Expert Card.
• Create a symbolic representation, a graphic that represents your
characteristic.
• Select a popular song that best expresses its “essence” of your Culturally
Responsive Teaching characteristic.
• Present your group’s graphic and the song you have selected.
• You have 3 minutes of protected reading time; 8 minutes to discuss and
create graphic. 5 minutes to caucus on song and performance, 1 minute to
perform.
• Post your work.
57

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Learners acquire and store knowledge in
two primary ways: linguistic (by reading
or hearing lectures), and nonlinguistic
(through visual imagery, kinesthetic or
whole-body modes, and so forth).
The more students use both systems of
representing knowledge, the better they
are able to think about and recall what
they have learned.
(Marzano, Pickering, & Pollock, 2001)
31

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Final Reflection
Ball Toss
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Which strategies will you add to your
pedagogy and why?

48
DAY TWODAY TWO
Small Group Session

49
“HONEY I LOVE…”
Community Builder

50
He says,
"relationships,
relationships,
relationships!"
Honey I love…
James Comer

51
Honey I Love…
• Consider the work of a researcher that you apply
to your beliefs, practices, and instruction
• Use the frame to share what you love about their
work
• Honey I love _______________ He/She
says…
• Wait for the music to mix, mingle, and share

Text-based discussionText-based discussion

53
High Operational Practices (HOP)High Operational Practices (HOP)
PEDAGOGY of CONFIDENCE
1. Identifying and Activating Strengths
2. Building Relationships
3. Nurturing High Intellectual Performances
4. Providing Enrichment Experiences
5. Incorporating Prerequisites for Learning
6. Situating Learning in the Lives of the Students
7. Amplifying Student Voice

54
W3’s Direction
• Create a two-page spread in their notebooks.
• Fold the odd numbered page in half.
• Title the even numbered page “What I Read”.
• Title the left side of the odd numbered page “What’s in My
Head”.
• Title the right side of the odd numbered page “What My
Neighbor Said”.
• Form partnerships.
• Read the selected text for 2 minutes.
• Share their notes with their partner for 2 minutes.
• Note connections to what that their partner said in the
“What My Neighbor Said” column.
54

55

56Eyka Stephens, NUA Mentor
Explicit Teaching of
Thinking Maps:
All About Me

Thinking Maps:
All About Me

Circle Map Define in Context
Lisa

Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor

Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
What makes me who I am?

Lisa
gardener
daughter
author
fisherwoman
teacher NUA
Mentor
What makes me who I am?
super family
mom
Dog grandma love of
children
lifelong
learnerexperiences
adventurous spirit

Circle Map
Function Remember
• Define in context
• Gets ideas down
• Activates prior
and experiential
knowledge
• Priming
Write then draw
Accept responses
Self-correct later
Define concept
Frame

Lisa
faithful
Bubble Map Describe

Lisa
faithful
DescribeBubble Map

Lisa
faithful
meticulous
DescribeBubble Map

Lisa
faithful
meticulous
dependa
ble
Bubble Map Describe

Lisa
faithful
meticulous
dependable
DescribeBubble Map

Lisa
faithful
meticulous
dependable
Bubble Map Describe

Lisa
faithful
meticulous
dependable
sensitive
Bubble Map Describe

Lisa
faithful
meticulous
dependable
sensitive
DescribeBubble Map

dependable
meticuloussensitive
faithful
Lisa
Bubble Map Describe

Bubble Map
Function Remember
• Describe
• Processing
Write then draw
Adjectives
Adjective phrases
Use “is”
Frame

Double-Bubble Map Compare and Contrast

Lisa
Lisa

Lisa
Lisa
shellers
moms
love
music

Lisa
Lisa
shellers
moms
love
music
3 kids
lives in
Austin
very
political
travel
frequently

Double-Bubble Map
Function Remember
• Compare and
Contrast
• Processing
Write then draw
Color Code
Similarities in center
Differences on
outside edges
Not a one-to-one
correspondence
Frame

Lisa’s Strengths
Tree Map Categorize

Lisa’s Strengths
Funloving Detail
Oriented
Earth
Friendly
Risk
Taker
Tree Map Categorize

Lisa’s Strengths
loves to
Laugh
talks to
strangers
editor/aut
hor
NO GMOs!!
gardener
fast cars
play
hard
parachut
ing
Tree Map Categorize
Funloving Detail
Oriented
Earth Friendly Risk
Taker

Tree Map
Function Remember
• Categorize
• Processing
“T” top; “T” drop;
“T” stop
Title
No limit on branches
Frame

98

99Eyka Stephens, NUA Mentor
Thinking Maps:
All About Me

Bridge Map Shows
Relationships

as
as
Bridge Map Shows
Relationships
Relating Factor:

as
as
Bridge Map Shows
Relationships
Relating Factor: Loves

as
as
Bridge Map Shows
Relationships
Lisa
Family

as
as
Bridge Map Shows
Relationships
Lisa
Family
Teacher
Students

as
as
Bridge Map Shows
Relationships
Lisa
Family
Teacher
Students
Principal
Faculty and
Staff

Bridge Map
Function Remember
• Show relationships
• Processing
Relating factor
Sentence form
Unlimited responses
Frame

I have improved
in my
judiciousness.
Multi-Flow Map Cause/Effect

I have improved
in my
judiciousness.
Cause/EffectMulti-Flow Map

I have improved
in my
judiciousness.
time
energy level
maturation
priorities

I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive

Multi-Flow Map
Function Remember
• Show cause and
effect
• Processing
Event in center
Causes on left-
arrows toward event
Effects on right-
arrows from event
towards effects
May use event and
either cause or effect
Frame

Flow Map Sequence
Lisa’s Yesterday

Flow Map Sequence
Morning Afternoon Evening
Lisa’s Yesterday

Flow Map Sequence
Showered
and dressed
Had
breakfast
To Airport
On Plane
Lisa’s Yesterday

Flow Map Sequence
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Lisa’s Yesterday

Flow Map Sequence
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Arrived at
destination Had Supper
Wrote report
Showered
and to bed
Lisa’s Yesterday

Flow Map
Function Remember
• Sequence
• Processing
No Limit on boxes
Main events in large
boxes
Details in small boxes
Use arrows for both
large and small
boxes
Frame

Brace Map Whole to Part
Lisa’s Garden

Lisa’s Garden
One Acre Plot

Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight

Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
Fertilizer
Ridges
Holes

Brace Map
Function Remember
• Analyze
• Whole to Part
• Processing
Physical Object
Brackets
Can go as deeply as
desired
Frame

Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Defining in
context
Circle Map Write then draw
the second circle
Priming Thinking
Maps, Inc
Describing Bubble
Map
Use Adjectives or
adjective phrases
Processing Thinking
Maps, Inc
Cause and
Effect
Double
Bubble
Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Categorizing Tree Map Type of...
T Top, T Drop T Stop
Processing Thinking
Maps, Inc

Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Analogies Bridge Like and As Processing Thinking
Maps, Inc
Cause and
Effect
Multi-Flow Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Sequencing Flow Subcategories Processing Thinking
Maps, Inc
Part to Whole
Reasoning
Brace Physical objects Processing Thinking
Maps, Inc

134
EACH ONE TEACH
ONE

135
Each One, Teach One
• Each person selects a strategy they will teach their
partner
• Partner A - Select student text... Based on your text,
which
• Thinking Map will you create and why? Introduce the
strategy using the NUA explicit strategy instruction.
• Post completed Thinking Map.
• Partner B – Using the same text and the Thinking Map
created by Partner A – Introduce another Thinking Map
using the explicit strategy instruction and take your
partner though the steps.
• Post Thinking Map.
• Gallery Walk posted Thinking Maps with an eye for
135

136
Final Reflection
Concentric Circles
A
A
A
A
B
B
B
B
B
B
B B
B
B
B
B
B
B
A
A
A
A
A

137
• Letter off A-B
• “A”s form a circle facing outward
• “B”s form an outer circle (facing an “A”)
• Facilitator displays discussion prompt
• “A”s respond to prompt first…“B”s, listen only
• At the signal, facilitator says, “Switch!”
• “B”s respond to the same prompt…“A”s, listen only.
• At the signal, facilitator says, “Shift!”
• Listen carefully for which circle will shift and
in which direction!
• Have fun reflecting!!!!

138
Discussion Prompts
•Which of the Core Beliefs have we
addressed?
•Which NUA Classroom Practices have
been addressed up to this point?
• Classroom Climate
• Student Motivation and Engagement
• Self-Directed Learning
• Culturally Responsive Teaching
• High Intellectual Performances

139
DAY THREEDAY THREE
Small Group Session

140
HOW ARE YOU BUILDING
RELATIONSHIPS DAILY?
A large percentage of students report a sense of
alienation from school, believing that no one cares
for them there (Jenson, 2009).
More than ever, the old axiom “students don’t care
what you know, until they know you care” sums up
the reality of reaching many of today’s students.

141
Building Relationships
Give One Get One
1.
2.
3.

142
Give One, Get One
• Use the “Give One, Get One” handout.
• What is unique about you?
• Individually, write your responses in boxes 1, 2, and 3 until the “Give One”
column is full. Everyone stand and wait for the signal.
• When the music starts, mix and mingle. When the music stops, find a partner
to share your “Give One” boxes. Write the name of the person who shared the
information with you.
• Repeat for two more rotations
• Return to your table and share the ideas from the “Get One” column.
74

143
Four Square Writing

14452
Pre-metacognitive statement
In order for students to be Fantastic
writers, they need ....?

14553
Writing Development
Sentence Stretchers
1
When
2
Determine
r
3
Adjective
4
Animal
5
Verb of
Locomotion
6
Adverb
7
Where
8
Punctuation
6
When
4
Determine
r
3
Adjective
1
Animal
2
Verb
5
Adverb
7
Where
8
Punctuation

146
Text-based Discussion
Punctuate Your Thoughts
• Protected Reading Time - review the text.
• Use the following symbols to mark your text:
! = new learning /an “Aha!”
+ = something that you agree with
- = something you disagree with
? = something that you have a question about
54

147
Debrief article and protocol
• CCSS: RI.3.6: Distinguish their own point of
• view from that of the author of a text.
• What specific elements of Punctuate Your Thoughts
assist students in sharing their point of view and the
author’s point of view?
• Share a few thoughts and ideas about the article.
• One Minute Highlights
147

148
Metacognition Frame
I know that I know something about ___________.
First,__________________________________.
Second,_________________________________.
In addition,______________________________.
Finally, _________________________________.
Now you know something that I know about ______.

149
Metacognition
• Begin with explicit strategy instruction
• Work individually to create your Metacognition on your
learning from today including Culturally Responsive
Teaching, NUA Classroom Practices, Priming,
Processing, and Retaining for Mastery, or any of the
strategies
• Share with a partner
• Use destiny sticks - individuals share with the whole
group.
149

150
• CCSS:W.5.2: Write informative/explanatory
• texts to examine a topic and convey ideas and
information clearly.
• How can you use Metacognition in Science, Math, SS,
P.E, etc?
150

151

Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Evaluation,
Retaining for
Mastery
Ball Toss A ball can be make
from paper and tape.
Retaining for
Mastery
NUA, and
others
Writing
development
Sentence
Stretcher
Edit the verb Processing Writing as Learning,
Rothstein and
Lauber
Writing 4 Square
Writing
Expanded, deeper
writing possible
Processing Judith S. Gould
and Evan Jay

Cognitive
Process/Fun
ction
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Processing
text
?!+_ Share the air time Processing NUA
Transfer of
Learning
Each One
Teach One
Have fun and
repeat often
Processing Retaining for
Mastery
Summarization Metacognition Can be further
developed into deeper
writing
Retaining for
Master
Writing as Learning,
Rothstein and
Lauber p48-51
Constructing
meaning
Reflection Allow reflection
time often
Processing Teaching with the
Brain in Mind Eric
Jensen

15458
NUA NotebookNUA Notebook
Journal ReflectionJournal Reflection
Reflect, synthesize and write about
your learning up to
this point.

155
EACH ONE TEACH
ONE

156
Each One Teach One
• Create partnerships A & B
• Select a lesson you plan to teach or have recently taught.
• Each person selects a different strategy they will teach
their partner.
• Decide who will teach first, A or B.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both partners have finished teaching, post the
evidence and artifacts of learning.
•
87

157
Peer Support

158
Peer Support Directions
• Select one image that resonates with you.
• Select either a thinking cloud (share an idea your image
is thinking) or a speech balloon (share something that
your image is saying to another image or audience).
• Post images with clouds or balloons in your NUA
notebook.
• Share with your table.
• Using our Three Day Institute as the content, select
another image to convey a message to the whole group.
• Post images with clouds or balloons around the room.
• Gallery walk to view all posted images
158

159
• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas
and Details.
• Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in a text.
• How will peer support help students be more engaged
with non-fiction text?
159

160National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process
Name
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source

161
Carousel

162
Carousel Directions
• Use destiny sticks for participants to work in groups
• Use destiny sticks for strategy selection for each group
• Each group will create charts and examples of their
strategy to post in a carousel.
• The participants will use their Strategy Review Chart to
check for fidelity.
• Use post-it notes as reminders and affirmations.
162

163
• Why would you want to replicate this process in a
classroom?
163

164
Instructional Planning Time
•Use your grade level materials and
standards along with the template to
get ready for implementation of NUA
strategies from Day One of school.
164

165
Connect:Connect:
National Urban Alliance for Effective
Education
33 Queens Street, Suite 100
Syosset, NY 11791
(800) NUA-4556
(516) 802-4192
www.nuatc.org
E_stephens@nuatc.org

166
Reflection/Review Content
LINES OF
COMMUNICATION

167
Follow these steps
•Form Line A and Line B
•A shares – B listens
•Switch!
•B shares – A listens
•Shift!
Dance! Dance! Dance!

168
Prompts
• What will you share with one of your
colleagues who didn’t attend the NUA
Summer Institute?
• Share a strategy that you want to see
implemented in every grade. Why?
• Share one practice that you want to
implement in your classroom during the
afternoon. Why?

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