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Prepared especially for the New Members of the Professional Learning Network of ALBEMARLE COUNTY PUBLIC SCHOOLS by Dan

RIGOR with NURTURING Designing Assessment & Instruction for Concept-Centered Learning . Prepared especially for the New Members of the Professional Learning Network of ALBEMARLE COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D. August 2011. Premise of the Session.

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Prepared especially for the New Members of the Professional Learning Network of ALBEMARLE COUNTY PUBLIC SCHOOLS by Dan

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  1. RIGOR with NURTURING Designing Assessment & Instruction for Concept-Centered Learning Prepared especially for the New Members of the Professional Learning Network of ALBEMARLE COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D. August 2011

  2. Premise of the Session As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs: 1.Critical thinking and problem solving, 2. Communication, 3. Collaboration, and 4. Creativity and innovation.

  3. epals.com

  4. Self Reliance There are three types of baseball players--those who make it happen, those who watch it happen, and those who wonder what happened. Tommy Lasorda teachers/administrators

  5. 4 – second partner Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax.

  6. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

  7. MOVING from ETCH-a SKETCH Learning Don’t let the ‘what’ overshadow the ‘how!’ to Each STUDENT UNDERSTANDING

  8. The Power of Our Questions

  9. page 5 – 7 QUESTIONS TO EXTEND THINKING

  10. There are three parts to any research-based lesson: • Beginning – ‘check for’ and ‘build’ background knowledge of each student; (BL) • During – teach and actively engage each student in new content – making connections to prior knowledge; (DL) • End– check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson. (EL)

  11. the Civil War PAGE 16 SAMPLE Pre-assessment that includes differentiation

  12. Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007 When I work hard, it is because my teacher tells me I can do well. (“Yes,” instead of “Maybe” or “No”) • Survey of all students in 15 middle & upper income districts in 10 states; • Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;

  13. Identifying Similarities and Differences

  14. The process of identifying and articulating similarities and differences among items. Comparing The process of grouping things into definable categories on the basis of their attributes. Classifying The process of identifying and articulating the underlying theme or general pattern in information. Creating Metaphors The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). Creating Analogies What processes can students engage in to identify similarities and differences?

  15. Hey… This looks familiar… Which of the high yield instructional strategies do you see in this structure?

  16. PAGE 7 Work with a partner to create a conceptual learning framework for a topic from your content area.

  17. Accuracy of Background Knowledge

  18. 4 – second partner

  19. WHY ACADEMIC VOCABULARY? • Find a 4-second partner • Tell them who you are and one summer joy; • Find 2 seats. • Briefly share what you know about photosynthesis. • Tell a chain story about the process of photosynthesis… • …without using words that begin with: P, L, T, S

  20. Types of pictures: • Draw the actual thing. Marine biologist

  21. Types of pictures: • Draw the actual thing. Abraham Lincoln

  22. Types of pictures: • Draw the concept. Mutualism When one thing helps another.

  23. Types of pictures: • Draw the concept. Change

  24. Types of pictures: • Draw an example. Explorer

  25. Types of pictures: • Draw the concept. revolve

  26. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

  27. Organizing Theme: Things someone would say… FAMOUS WOMEN OF 2011 EDITION Trivia Triangle The Queen of England 200 POINTS Hillary Clinton Lady Gaga 100 POINTS 100 POINTS Sara Palin U.S. Women’s Soccer Team Michelle Obama 50 POINTS 50 POINTS 50 POINTS

  28. Science Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS

  29. Health/PE Body Mass 200 POINTS Equipment Nutrition 100 POINTS 100 POINTS Movement Wellness Endurance 50 POINTS 50 POINTS 50 POINTS

  30. FINE ARTS RHYTHM 200 POINTS VISUAL MELODY 100 POINTS 100 POINTS ILLUSION ARCHITECTURE COMPOSER 50 POINTS 50 POINTS 50 POINTS

  31. Great Sites for Images http://etc.usf.edu/clipart/index.htm

  32. YOUR TURN!!! 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

  33. COUNT OFF at Your Table

  34. Page 19

  35. HIGH-Yield Instructional Strategies

  36. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

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