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Enrichment Teacher Professional Development 2010-2011

Enrichment Teacher Professional Development 2010-2011. Strategy-Rich Instruction. Expectations. Create a class in PMI that is saved in your name. Complete all requested data by deadlines Coordinate teacher perception data collection for magnet applicants.

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Enrichment Teacher Professional Development 2010-2011

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  1. Enrichment Teacher Professional Development2010-2011 Strategy-Rich Instruction

  2. Expectations • Create a class in PMI that is saved in your name. • Complete all requested data by deadlines • Coordinate teacher perception data collection for magnet applicants. • Coordinate merit review process, paying attention to subgroup recommendations. • Utilize the resources that have been purchased for you. • Maximize time spent with students. • Ensure that all lessons are strategy-rich and have clear objectives with curricular connections. • Ensure coordination of co-curricular activities. • Utilize the SOAP Wiki when possible. http://wcpssoap.wikispaces.com

  3. Time and Materials • Schedules: Look for opportunities to provide services. • Ensure that resources are unpacked and in students’ hands.

  4. Creating a College-Going CultureCollaboration and Consistency • Expanding Access • Increasing Readiness • Improving Awareness

  5. Rigorous Instruction “AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.”

  6. Rigorous Instruction Rigorous Instruction is Strategy-Rich Instruction

  7. Division of InstructionCollaboration and Consistency

  8. Disciplinary Literacy • Shifting one’s lens to approach content of a given discipline, using the habits of mind employed by experts in that given field. • “Student as apprentice.”

  9. Creativity: Metaphorical Thinking • Technology • Critical and creative thinking • Arts infusion • Other?

  10. Creativity: Metaphorical Thinking Explain how your group’s photograph illustrates the situation described.

  11. Pre-AP Strategy: OPTIC • OPTIC (Introduce and practice the strategy) • How does OPTIC fit in with disciplinary literacy? • How can OPTIC support contextual reasoning skills? • How does this strategy address curricular connections?

  12. Curricular Connections 4.2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea d. Compose to persuade using significant reasons and relevant support • Agree or disagree with an idea and generate convincing reasons with relevant support e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and "think-aloud's on paper" to connect ideas and thinking about lesson content

  13. Other Curricular Connections? What other standards, indicators and objectives can be addressed through metaphorical thinking exercises and visual analysis exercises?

  14. Strategy-Rich Instruction Let’s try it!

  15. Johns Hopkins University CTY • Level IV service • What is your protocol?

  16. Socratic SeminarFaster Isn’t Smarter Opening Question: How did these three articles address the challenge of maximizing time and resources given your school’s enrichment identification and delivery model?

  17. Socratic Seminar Faster Isn’t Smarter Message #2: How can learning conditions help our underachieving students be recognized as advanced learners? Message #16: Describe how “deep” mathematics looks different in an enrichment classroom than it does in a grade-level setting? Message #17: How do moments of “constructive struggling” assist in the affective development of the advanced learner?

  18. Socratic SeminarFaster Isn’t Smarter Reflection: Based on the discussion, how might you now return to your building and address the challenge of maximizing time and resources given your school’s enrichment identification and delivery model?

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