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Middle School Transition and Student Engagement … The Keys to Success. Jim Miles. Welcome to the Middle School Mathematics Initiative!. It’s All About Math!. Institute Theme: Transitioning to Middle School Learner Engagement. It’s All About Math!. Sponsored by:

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Middle School Transition and Student Engagement … The Keys to Success

Jim Miles


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Welcome to the Middle School Mathematics Initiative!

It’s All About Math!

Institute Theme:

Transitioning to Middle School

Learner Engagement


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It’s All About Math!

Sponsored by:

Florida Department of Education

Florida and the Islands Comprehensive Center at ETS (FLICC)

In Partnership with:

The International Center for Leadership in Education

ESCORT

Florida Council of Teachers of Mathematics

PAEC


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It’s All About Math!

Objectives:

  • Become aware of innovative and practical strategies to use with students who are transitioning from elementary school to middle school

  • Understand that active engagement during a lesson is a critical component to learner success


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It’s All About Math!

Agenda at a Glance:

  • Day 1

  • Registration, Continental Breakfast

  • Welcome, Introductions

  • Jump Start and Icebreaker Activity

  • Middle School Transitioning

  • Lunch

  • Middle School Transitioning (cont.)

  • Sharing Session

  • Personalization and Classroom Environment


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It’s All About Math!

Agenda at a Glance:

  • Day 2

  • Breakfast / Jump Start Activity

  • Samples of Effective Transitioning Programs

  • Parent / Learner Tips

  • Learner Engagement

  • Lunch

  • Learning Criteria

  • Action Planning / sharing

  • Online Directory of Resources

  • Highlights and Next Steps

  • Celebration


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AGENDA

  • Icebreaker “Making the Connection”

  • Middle School Transition

  • Personalization – Classroom Environment

  • Parent/Learner Tips

  • Learner Engagement

  • Learning Criteria – Action Plan

  • Middle School Math Initiative Resources

  • Middle School Math Initiative in Review

  • Celebration and Next Steps


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Transitions

In all transitions we look for

  • Safety

  • Information

  • Connection


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Safety

In all transitions we want to feel

  • Physically Safe

  • Emotionally Safe

  • Secure

  • Confident of Succeeding


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Information

In all transitions we want to

  • Gain an Understanding

  • Know expectations


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Connections

In all transitions we want

  • To fit in

  • Someone who can help


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Many schools succeed at 1 or 2 components

few succeed with all 3 components


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Think about your last transition … what were your concerns?


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Safety

School Focus:

  • Sealing school campus off from the community


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Safety

Student Issues:

  • Bullying

  • Rumors

  • Harassment

  • Isolation


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Safety

What is the safety policy on your school campus?

What are the safety issues of your incoming middle school students / parents?


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Safety

Describe how safety is achieved at your school?

Does your safety policy address student concerns?


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Safety

When students feel unsafe at school they need

  • Somewhere to go

  • Someone to talk with

  • Resources on campus to cope


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Safety

Which poses the greatest threat at your school?

  • Negative forces within the school, or

  • Outside violence


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Information

Successful transitions explain

  • What

  • Where

  • How

  • When


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Information

How do your students learn the

  • What

  • Where

  • How

  • When

    at your school?


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Information

Schools provide information

  • In large assemblies

  • Newsletters, bulletin boards, Web sites

  • These methods talk at students/ parents rather than with them


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Information

Assemblies, bulletin boards, newsletters, Web sites are:

  • Most effective for administrators

  • Least effective for students and parents


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Information

Students and parents need

  • Accurate information

  • Timely information

    Information needs to reach and be understood by each student and parent


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Information

Can we have a conversation with each student and parentto disseminate accurate and timely information? How?


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10%

20%

30%

50%

60%

80%

95%

of what we read

of what we hear

of what we see

of what we see & hear

of what we discuss with others

of what we personally experience

of what we TEACH to someone else

We learn...


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Connections

In all transitions we want

  • To belong (to fit in)

  • Someone for support /help

  • What other connections do we need in transitions?


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Connections

In all transitions we want

  • To fit in

  • Someone to turn to


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Connections

Think about your first teaching assignment … what connections did you need?


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Connections

Think about the first day of school this year …

what connections did you make with new students at your school?


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Elementary Principal Says

  • 5th Graders Social

  • 5th Grade Celebration

  • 6th grade Ambassadors

  • Opening Day for 6th Graders Only

  • Middle School is Unique

    • Appropriate for Them

    • Not Preparation for High School


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Middle School Students Say

  • More Work

  • The A-B-C’s

  • The Big Lock-Up

  • Library Heaven

  • Class / Day Schedules

  • Bye Bye Recess

  • Extra-Curriculars


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knowledge

application

  • CAREER

  • DEVELOPMENT

  • Self-knowledge

  • Who am I?

  • Career exploration

  • Where am I going?

  • Career Plan

  • How do I get there?

  • INTEGRATED

  • LEARNING

  • What am I learning?

  • Why am I learning it?

  • How can I use it?

  • UNIVERSAL

  • FOUNDATION SKILLS

  • (SCANS)

  • What do I need to know?

  • What skills are

  • important for me”

Questions

students

should be able

to answer

skills


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Successful Curriculum Reform


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AGENDA

  • Personalization – Classroom Environment

  • Learner Engagement

  • Parent/Learner Tips

  • Learning Criteria – Action Plan

  • Middle School Math Initiative Resources

  • Middle School Math Initiative in Review

  • Celebration and Next Steps


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ICLE Philosophy

  • Rigor

  • Relevance

  • Relationships

  • All Students


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ICLE Philosophy

  • Relationships

  • Relevance

  • Rigor

  • All Students


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Student Engagement


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  • Students are engaged and motivated to learn if lessons include:

  • Creation of a meaningful product

  • Opportunities for leadership

  • Relationships, established through collaborative opportunities

  • Exploration of content and skills


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  • Creation of a Meaningful Product

  • Personal meaning for learners

  • Focus is student-centered learning

  • Task is interdisciplinary - multiple disciplines

  • Students control their learning


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Creating a Learning Environment for 21st Century Skills

Students working in teamsto

experience and explore

relevant, real-worldproblems,

questions, issues, and challenges;

then creating presentations

and products to share

what they have learned


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Traditional Learning was

Teacher-directed

Direct Instruction

Knowledge

Content

Basic Skills

Theory

Curriculum

Individual

Classroom

Summative Assessed

Learning for School


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Today’s Students are Digital Natives

Conventional Speed Twitch Speed

Step-by-Step Random Access

Linear Processing Parallel Processing

Text First Graphics First

Work-Oriented Play-Oriented

Stand-alone Connected


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Digital Learners are Engaged by

  • Multitasking

  • Multimedia learning

  • Online social networking

  • Online information searching

  • Games, simulations and creative expressions


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A Project Learning Classroom is

Teacher-directed

Direct Instruction

Knowledge

Content

Basic Skills

Theory

Curriculum

Individual

Classroom

Summative Assessed

Learning for School

Student-directed

Collaborative Construction

Skills

Process

Higher-order Thinking

Practice

Life Skills

Group

Community

Formative Evaluation

Learning for Life

A Better

Balance


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Project Learning is Skill-Based

To learn collaboration –work in teams

To learn critical thinking –

take on complex problems

To learn oral communications – Present

To learn written communications – Write


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Project Learning is Skill-Based

To learn technology – Use technology

To develop citizenship –Take on civic and global issues

To learn about careers – do internships

To learn content – Research and do all of the above


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Students Develop Needed Skills in

  • Information Searching & Researching

  • Critical Analysis

  • Summarizing and Synthesizing

  • Inquiry, Questioning and Exploratory Investigations

  • Design and Problem-solving


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  • Opportunities for Leadership

    Engaging cooperative learning projects

    • Leadership skills

    • Problem-solving / decision-making skills

    • Appropriate social behaviors

    • Responsible for own learning

    • Help their peers


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  • Collaborative Relationships

  • Make learning is enjoyable and rewarding

  • Increase rapport

  • Encourage and facilitate high achievement

  • Stimulate cognitive growth

  • Help children develop social competence

  • Help students become competent adults


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  • Exploration of Content and Skills

    Students are eager to engage with their peers to provide a solution if presented with an unfamiliar, meaningful problem

    • Creates excitement, energy, and curiosity

    • Uses adaptive and inventive behavior

    • Encourages freedom to play, try out new scenarios, and apply their knowledge of the real world


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  • When content and skills related to students’ personal lives / future aspirations are taught

  • Meaningful products can be created

  • Relationships can be formed

  • Leadership can be developed

    If we hope to rejuvenate students reluctant to learn, we must make our curriculum and instruction relevant and engaging.


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Rigor/Relevance Framework

C

D

Teacher gives students a real-world question to answer or problem to solve

RIGOR

High

A

B

Low

Low

High

RELEVANCE


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Rigor/Relevance Framework

C

D

RIGOR

High

A

B

Students seek information to answer question or solve problem

Low

Low

High

RELEVANCE


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Rigor/Relevance Framework

C

D

RIGOR

High

A

B

Students test the relevancy of the information as it relates to the question or problem

Low

Low

High

RELEVANCE


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Rigor/Relevance Framework

C

D

Students reflect on the potential use of the new information as a solution

RIGOR

High

A

B

Low

Low

High

RELEVANCE


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Rigor/Relevance Framework

C

D

Students apply the information learned to answer the question or to solve the problem

RIGOR

High

A

B

Low

Low

High

RELEVANCE


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Rigor/Relevance Framework

C

D

MotivationCreativity – Innovation-Problem Solving

Rigor -Critical Thinking

RIGOR

High

A

B

Relevancy -Validation

Acquisition of knowledge / skills

Low

Low

High

RELEVANCE


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The Aspirations Profile:

Understanding our students better


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SELF WORTH

RELATIONSHIPS

ACTIVE

ENGAGEMENT

RELEVANCE

PURPOSE

RIGOR

Belonging

Heroes

Sense of Accomplishment

Fun & Excitement

Curiosity & Creativity

Spirit of Adventure

Leadership & Responsibility

Confidence to Take Action

STUDENT ASPIRATIONS


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high

Imagination

Determination

DREAMERS

ASPIRATIONS

Hibernation

Perspiration

low

DOERS

high

Copyright 2008 Quaglia Institute


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high

  • MOST IN NEED OF…

  • Being accepted for who they are

  • Role models; individual support

  • Being recognized for what they are already good at

DREAMERS

  • CHARACTERISTICS

  • Do not think about the future

  • Have no clear goals

  • Put forth little effort in daily life

  • REPORT

  • Feeling isolated from others

  • Having little self-esteem

  • Lack a positive role model

  • Feeling stuck

Hibernation

  • LABELS

  • Lazy

  • Trouble Makers

  • Drifters

  • Loners

low

DOERS

high

Copyright 2008 Quaglia Institute


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  • MOST IN NEED OF…

  • Someone to look up to

  • Help with goal setting

  • Seeing the connection between current hard work and future success

high

DREAMERS

  • CHARACTERISTICS

  • Show up on time

  • Always at school

  • Put forth the effort to get ahead

  • Lack dreams for the future

  • LABELS

  • Hard-working

  • Diligent

  • Directionless

Perspiration

  • REPORT

  • Working exceptionally hard

  • Always putting forth best effort

  • Lacking direction or purpose

low

DOERS

high

Copyright 2008 Quaglia Institute


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  • CHARACTERISTICS

  • Have clear goals for future

  • Show little effort to reach goals

  • Tend towards “magical” thinking…”it will just happen”

high

Imagination

DREAMERS

  • REPORT

  • Knowing their future plans

  • Having positive ideas and attitudes about the future

  • Unclear about steps needed to reach future

  • LABELS

  • Dreamers

  • Unrealistic

  • Impractical

  • Idle and Privileged

  • MOST IN NEED OF…

  • Finding fun in every day school life

  • Challenges to their curiosity and creativity

  • Encouragement to take healthy risks

low

DOERS

high

Copyright 2008 Quaglia Institute


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  • LABELS

  • Go-getters

  • Confident

  • On Track

  • High Flyers

  • CHARACTERISTICS

  • Have a vision for the future

  • Inspired in the present to reach goals

  • Accept responsibility for choices and actions

high

Determination

DREAMERS

  • REPORT

  • Clear understanding of who they want to be

  • Feeling a sense of purpose in life

  • Knowing what resources they have and lack

  • MOST IN NEED OF…

  • Ongoing validation

  • Maintaining balance

  • Opportunities to be of service to others

low

DOERS

high

Copyright 2008 Quaglia Institute


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high

Imagination

Determination

DREAMERS

The

Aspirations

Profile

ASPIRATIONS

Hibernation

Perspiration

low

DOERS

high

Copyright 2008 Quaglia Institute


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Suspended Curriculum

  • Dynamic and flexible

  • Unique to the school

  • Creates a single school culture

  • Addresses specific concepts to be establish in your school/classroom

  • Teachers create and implement the suspended curriculum

*


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Atlantic High School’s suspended curriculumdefines the start of theAERIE and RAPTOR* experience

Ninth grade academy AERIE Atlantic Pupils Rising Into Excellence

Tenth grade academy RAPTOR Raising Atlantic Pupils To Rigor, Relevance, Relationships, Reflection


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Suspended Curriculum

It starts with a brainstorming session to identify the need and create a curriculum

Resources used by Atlantic High School included:

Rick Stiggins, http://www.assessmentinst.com/staff_rick.php

Richard Dufour, http://www.teacherleaders.org/misc/dufour_PLCs.pdf

Jeff Howard, http://www.gse.harvard.edu/news/features/howard07012004.html

Too Good For Drugs (Palm Beach County Safe Schools) http://www.modelprograms.samhsa.gov/pdfs/Details/TooGood.pdf

Atlantic Community High School Delray Beach Florida


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Suspended Curriculum Topics

  • Credits / GPA

  • Attendance

  • Respect / Responsibility

  • Conflict Mediation

  • Classroom Procedures

  • Acceptable Behavior and Consequences

  • Character Education

  • Dress Code / Personal Hygiene

  • Social skills

  • Social consciousness


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Suspended Curriculum Topics

  • Goal Setting

  • Learning Styles

  • Test Taking Skills

  • Studying for success

  • Learning Strategies

  • Counseling

  • Community awareness

  • Choices career program

  • Where to go for help


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Core Learning

Core Learning

Stretch Learning

Student Engagement

Personal Skill Development

Learning Criteria to Support

21st Century Learners™

Revised April 2008


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