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Thompson's Classroom: Teaching and Learning Excellence

Sign up for the Ordway/Thompson Conference and Volunteer Opportunities. Understand Mrs. Thompson's teaching approach and how students learn. Find helpful information and participate in engaging activities. Explore Grade 5 Math and Social Studies with real-world applications. Develop critical thinking skills and communicate effectively. Visit our website for more details.

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Thompson's Classroom: Teaching and Learning Excellence

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  1. Business • Ordway/Thompson Conference Sign Ups in Hallway • Volunteer Opportunities Sign Ups in Classroom Thank You Room Parents!

  2. Understand Mrs. Thompson’s approach to teaching Understand how students learn math and social studies Understand how to find helpful information

  3. Warm Up Find a Famous Quotes worksheet. Independently read each quote about education and learning, then match each quote with the person who said it.

  4. True or False? Work with your group to determine answers. • Mrs. Thompson grew up in Minnesota. ______ • Mrs. Thompson has two children. ______ • Mrs. Thompson lives in Norwalk. ______ • Mrs. Thompson has been teaching for 10 years.______ • Mrs. Thompson went to Boston College. _____ • Mrs. Thompson teaches Math and Reading. ______

  5. My Classroom When I was a Fifth Grader

  6. My Tools as a Fifth Grader

  7. Today My Classroom is Like My Home • Each child is like and different from all others • We feel unconditional acceptance • We enjoy action, joy and peace • We develop and celebrate our strengths • We reflect and set goals on areas to grow

  8. 21st Century Expectations • INQUIRE-Research and investigate evidence, beliefs, and ideas • INTERPRET-Assess quality, accuracy, validity, and connections • COMMUNICATE-Demonstrate confidence, appreciation, innovation, and willingness to take risks • ENGAGE-Develop knowledge, skills, values, and motivation to make a difference in our school, community, or society

  9. Grade 5 Math • Investigations 2nd Edition Common Core* • Real-World Application • Differentiated Classroom • Workshop Approach • Formative Assessments • Apply Concepts and Skills to Solve Complex Problems • Communicate Mathematical Thinking and Reasoning

  10. COMPACTED Math • Connected Mathematics 3* • Increased Independence and Faster Pacing • Deeper Conceptual Understanding • Real-World Application • Differentiated Classroom • Workshop Approach • Apply Concepts and Skills to Solve Complex Problems • Communicate Mathematical Thinking and Reasoning • Maintain 85% Average

  11. Apply Understanding CLASS PARTY John is in charge of buying drinks for the class party. He was given $20 to spend. He wants all three kinds of drinks listed below. Fruit Punch $1.29/half-gallon $1.89/gallon Lemonade $0.98/16 ounces $1.10/20 ounces Soda $1.45/6-pack $2.25/12-pack John wants to buy the larger size whenever possible because it is cheaper. He also wants to spend as close to $20 as possible without going over $20. Show the number, type and size of all the drinks John could buy with his money. Explain how you approached this problem and arrived at this answer.

  12. Social StudiesStudents learn how to read and analyze different texts. Students use multiple sources to develop interpretations of history and understand why. Students make claims and support with evidence and reasoning. Secondary Sources Primary Sources

  13. CRITICAL THINKINGLook at the painting below and evaluate the claim that follows.This painting by J.L.G Ferris, titled The First Thanksgiving 1621, was published in 1932. CLAIM: The painting The First Thanksgiving 1621 is a useful resource for historians who wish to understand the relationship between the Wampanoag Indians and the Pilgrim settlers in 1621.   Do you agree or disagree?

  14. Additional Information http://www.ncps-k12.org/Domain/10 Our district website also has information about our curriculum. My website contains photos, links, class information, and calendar.

  15. Reasons to Converse According to Fifth Graders • “Conversations not only made us sound smarter, I think they make us smarter.” • “I didn’t know what I knew until I talked about it.” • “It was weird. When we finished talking, we had a totally new idea.”

  16. Struggling is Good for Students "We did a study with first-grade students. We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up." “Some students worked on it less than 30 seconds on average and then they basically said, 'We haven't had this.' " Others worked for the entire hour on the impossible problem. Finally we had to stop the session because the hour was up. Then we had to debrief them and say, 'Oh, that was not a possible problem; that was an impossible problem!' "Think about that [kind of behavior] spread over a lifetime. That's a big difference.“ -Stigler

  17. Communication Teacher Emails- • suzanne.thompson@ncps-k12.org • elizabeth.ordway@ncps-k12.org

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