1 / 35

Every class began (and ended) with a written reflection… everyday?

WHAT WOULD HAPPEN IF?. Every class began (and ended) with a written reflection… everyday? Students were greeted at the door, every day ? Every class posted the lesson objective for the day/ the Essential Question for today’s learning?

geraldine-green
Download Presentation

Every class began (and ended) with a written reflection… everyday?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WHAT WOULD HAPPEN IF? • Every class began (and ended) with a written reflection… everyday? • Students were greeted at the door, every day? • Every class posted the lesson objective for the day/ the Essential Question for today’s learning? • Every student was known by name to a staff member at the school? • Every student was taught the skills necessary to be successful in school? • Every student had someone at school believe in them? AVID SCHOOLWIDE

  2. Miceal Kelly Miceal_kelly@sbcss.k12.ca.us 909 386 2632 Your Facilitator

  3. Our Purpose: To present AVID teaching strategies and learning activities that can be implemented in a single class or as part of a school-wide, across-the-curriculum project. Focus on: organization, student success skills, Writing to learn, Inquiry, Collaboration, Organization and Reading to learn. WICOR Purpose

  4. Topic: What tools do students need for academic success in your school? CLOCK PARTNERS Take Five

  5. What are the five most important tools students need to be successful in your school? Take Five Consensus

  6. What are the implications of this activity for my classroom and content? Take Five

  7. College Readiness How to navigate the college system How to take notes and study at a college level How to write at a college level How to organize your materials and time How to set personal and academic goals How to self-advocate College Preparedness / Readiness College Preparedness Completing a high school degree plan Turning in your college application Figuring out finances

  8. Knock, Knock, Boom, Boom Knock, Knock, Pow, Pow Knock, Boom, Knock, Pow Knock, Knock, Boom, Pow Ice Breaker

  9. Why are INQUIRY (Questioning) and knowing how to Inquire important in the classroom? Why is it important for students to be able to generate higher-level questions? Why is it important for the teacher to ask students higher-level questions? The Inquiry Method

  10. Skilled questioning can: Stimulate, assess, & guide thinking Motivate students Focus attention Elicit deeper processing of information Keep students on task Determine level of mastery. Power of the Question

  11. Costa’s Three Levels of Thinking Bloom’s Taxonomy of Cognition Levels of Questions

  12. Level 1 ― Input Gathering Information Book Questions – Information is either known or can be found in a book. Level 2 ― Process Thinking about the information Level 3 ― Output Applying the information to new situations and making judgments Costa’s Levels

  13. Level 1 — Input Who was the 1st president of the US? Who was the 16th president of the US? Level 2 — Process How were Lincoln & Washington similar, and how were they different? Level 3 — Output Who was the better president? Why did you choose him? Costa’s Levels

  14. Level 1 — Input What are the components of this picture? Level 2 — Process Why is the gun lower down than the gavel? How are the gun and gavel similar or different? Level 3 — Output What do you think this picture is trying to communicate? Costa’s Levels

  15. What are the implications for your classroom and content area? CLOCK PARTNERS Levels of Questioning

  16. Table Talk: How did you learn the skill of note-taking? How did this skill contribute to your success? Let’s share as an entire group. The Hidden Curriculum

  17. Our Essential Question How can I ensure that my students learn the college-readiness skill of structured note-taking?

  18. Developed in 1949 at Cornell University by Walter Pauk. Designed in response to frustration over student test scores. Meant to be used easily as a test study guide. Adopted by most major law schools as the preferred note-taking method. History of Cornell Notes

  19. Allows students to help each other problem solve Helps students organize and process data and information Helps students recall by getting them to process their notes multiple times Writing is a great tool for learning Why Is Note-Taking Important?

  20. Why will students take Cornell notes? Because we model them every time Students in AVID schools are taught how to take notes from: Lectures Textbooks Discussions Audio/Visual Other Cornell Notes

  21. Give the students a grade for taking notes Give extra points for notes turned in with the test Let students use notes on tests occasionally How Do I Reinforce Usage?

  22. Note-Taking Note-Making Note-Interacting Note-Reflecting Create format Organize your notes Review and Reflect Note key ideas Exchange key ideas Link learning Learning tool Written feedback Address feedback Your reflection CORNELL WAY Acronym

  23. Create your Cornell note paper Write in the Essential Question Note-Taking Use preferred style and organization

  24. Underline key information in the notes Fill in gaps with a partner Note-Making Look for “chunks” of notes Write corresponding questions

  25. Note-Interacting Answer each question you’ve written to compose a summary Use the completed notes as a learning tool (e.g., fold-over method)

  26. Student addresses the feedback on their notes from the teacher Note-Reflecting Student reflects on how their notes have prepared them for their tests

  27. The only way that anyone learns anything is through repetition. How many repetitions of the material did we just get using the Cornell notes method? See sample notes Cornell Notes Magic

  28. 10–24–7 Fold-over method Letting students compare notes with a partner Other Methods for Processing

  29. What skills I needed in college that I didn’t get from high school How my life would be different if I had not gone to college Who influenced me to go to college Aspects of college HS students know least about AVID 4-Corner Discussion

  30. Pair up with someone – Preferably someone you do not know. Decide who in your pair will be “A” and who will be “B”. As with all strategies in The Student Success Path, this activity can be used in all classrooms and in all content areas. One-One-Two Minute Partner Share

  31. How can you incorporate One-One-Two Minute Partner Share into your classroom and content area? Classroom Application

  32. The Implementation Dip • All successful change goes through implementation dip • Change will not go smoothly • Knowledge of the implementation dip gives people a label for what is normal and common • Awareness of the dip reduces dip

  33. The Myth and the Reality of Change Adapted from Motion Leadership: The Skinny on Becoming Change Savvy by Michael Fullan

More Related