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Slide 1 / 162 Welcome SLC Teachers! Wireless Internet Username: Password: Once connected to the internet, please go to the following site and complete the survey: https://tinyurl.com/q95q6v9 Slide 2 / 162 Agenda June 23rd - 26th 9-12, 1-3
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Once connected to the internet, please go to the following site and complete the survey: https://tinyurl.com/q95q6v9
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Day 1: How to Access and Use PSI Science Content Day 2: Formative Assessment using SMART Response and Utah Curriculum Alignment Day 3: Incorporating Labs and Demos, Practice Teaching Day 4: Practice Teaching, Collaboration, Planning for Next Year
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· Direct Instruction · Formative Assessment
Click on the topic to go to that section
· How to Use Responders · Social Constructivism · Introduction to CTL · PSI-PMI Pedagogy · Grading and Collaboration
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Center for Teaching and Learning (CTL)
The NJ Center for Teaching and Learning (CTL) is a Nonprofit founded by the NJ Education Association to empower Teachers to lead school change. CTL is supported by NEA, NJEA, and other leaders in education, business, and philanthropy.
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Science and mathematics are becoming priorities to states and countries for reasons of Social Justice AND International Competitiveness
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Social Justice requres that we provide all students fair access to math and science. Global Competitiveness requires the same; societies prosper by realizing the capacity of their people.
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The Progressive Science Initiative (PSI) & Progressive Mathematics Initiative (PMI) are CTL's main programs. PSI-PMI provide a new technology-enabled efficient system that results in student learning and engagement, as well as teacher satisfaction and increased effectiveness.
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K-8 Science Aligned to NGSS 9th-grade Physics 10th-grade Chemistry 11-th grade Biology Aligned to AP K- 8 Math, Algebra I Aligned to Common Core Algebra II - AP Calculus Aligned to AP
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Founding course PSI Algebra-Based 9th-grade Physics
https://www.dropbox.com/lightbox/home/CTL%20Media/Videos
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The curriculum design supports best practices: Short, Direct Instruction Social Constructivism Formative Assessment Guided Inquiry Labs Rigorous, Aligned Summative Assessments Created by Teachers, for Teachers
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Facilitators
Rosanna Satterfield Science Teacher CTL Program Manager Liz Henriquez Science Teacher PSI Curriculum Writer Bergen Tech. Teacher of the Year Andrew Ross Science Teacher PSI Curriculum Writer
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Hold down the power button for a second or two
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Find classes Join Room 122
We named our class Jazz 12. If Jazz 12 appears on your screen, click the button to the left of it. If not click the button to the left
shows up, click the button to the left of it.
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When prompted, enter your CLASS ID number Click to the right of 'Sign in'. Lets have some fun...
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Click to the left of either True or False. Click to upper right-hand corner to submit your answer.
1 The power button is here.
True False
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2 The 76'ers are a better team than the Jazz.
True False
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Type in a number (1-12) and click to submit your answer. The remote will tell you that your answer was submitted. 3 Enter the number for the month you were born.
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4 What grade do you teach?
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5 This glass is ...
A
Half empty B Half full C Completely full D Other
Choose the correct letter on your remote and click submit.
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6 Which foods do you like? (You can pick more than one.)
A
Pizza
B
Pasta
C
Guacamole
D
Sushi
E
Cake
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7 What is the decimal for ?
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8 What is the fraction for 0.5?
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9 How do you write as a mixed fraction?
Fraction Key:
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To enter a negative number:
10 We write some numbers as negative
zero would be written as -32 degrees. How would you write 18 degrees below zero?
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11 Are there any questions about how to use the responders? Yes No
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12 How much experience do you have using SMART notebook? A I am an expert and create my own SMART notebooks for instruction. B I use SMART notebook occasionally, am familiar with the toolbars, galleries, etc. C I have a little bit of experience with SMART notebook. D I have never used SMART notebook.
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13 How much experience do you have using a SMART board? A I could be a SMART certified trainer. I use a SMART board every day. B I have used a SMART board and am comfortable with it. C I know how to turn a SMART board on and that is about it. D I have never used a SMART board.
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Working by yourself, look at the images on the next slide and find the hidden messages.
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hidden arrow 2 people sharing a chip
bike rider arrow going from a to z, saying they have everything from a to z hidden kiss sideways hidden bear, because candy bar comes from Bern, Switzerland, a city named for a bear Penn State became the 11th member, until the University of Nebraska-Lincoln became the 12th, then a new logo came out Before merging with Delta, Northwest logo, the circle also serves as a compass, pointing NW
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Now work in your groups to figure out any of the hidden messages you were unable to determine by yourself.
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hidden arrow 2 people sharing a chip
bike rider arrow going from a to z, saying they have everything from a to z hidden kiss sideways hidden bear, because candy bar comes from Bern, Switzerland, a city named for a bear Penn State became the 11th member, until the University of Nebraska-Lincoln became the 12th, then a new logo came out Before merging with Delta, Northwest logo, the circle also serves as a compass, pointing NW
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The purpose of this activity was to show:
by ourselves.
think at first glance. The presentations are designed to support a teaching pedagogy that emphasizes collaboration.
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Base 10 or decimal counting is the number system we use in
Why do we use Base 10?
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+ + + +
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Base 2 or binary systems use
represent numbers. Why do we use Base 2?
Binary numbers are used in digital electronics because electric circuits can only exist in two states: on and off.
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+ + + +
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+ + + +
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+ + + +
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14 How would the Base 2 number 11 be written as a base 10 number?
Answer
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15 The number 101 is written in Base 2. How would it be written be in Base 10?
Answer
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16 This number is written in Base 2: 111. What would it be in Base 10?
Answer
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17 This number is written in Base 2: 1011. What would it be in Base 10?
Answer
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18 This number is written in Base 10: 8. What would it be in Base 2?
Answer
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+ + + +
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19 This number is written in Base 8: 10. What would it be in Base 10?
Answer
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20 This number is written in Base 8: 111. What would it be in Base 10?
Answer
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21 This number is written in Base 8: 100. What would it be in Base 10?
Answer
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https://www.youtube.com/watch?v=CTjolEUj00g
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What teaching practices did you observe during this lesson? You should have seen: Direct Instruction
Use of the questions
decisions about next steps: > group discussions > more practice > or move on to the next topic
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PSI-PMI materials have been designed to support a pedagogy that combines: Direct Instruction Social Constructivism Both of these parts are used in conjunction and are tied together through the use of formative assessment.
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"Students cannot be expected to discover all of math and science on their own, and in fact, it took the world’s brightest minds more than 2000 years to do so."
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Teachers can and should directly explain concepts and ideas to students at appropriate times. However, the student must be engaged in problem solving and the instructional help must be at the appropriate level. The educator assists learning through demonstrations, leading questions, modeling, and introducing initial, critical elements of a task. The learner transforms the help they receive and uses the same means to direct independent problem solving behaviors.
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Interactive White Board (IWB) Notebook presentation Student Response Formative Assessment Teacher as part of social group
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Teacher Actions What does a teacher do during direct instruction?
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Student Actions What should a student be doing during direct instruction?
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Students obtain a foundation or constructing knowledge. Some kids get it right away, other kids need to hear it again, in another way, or from their friend instead of the teacher. The students will then use this foundation to shift from direct instruction to social constructivisim.
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How does this differ from your current methods of instruction? What are the opportunities and challenges?
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Deliver basic knowledge/information to students Model Problem Solving Process (Metacognitive Modeling) Introduce new concepts Expand on prior knowledge Provide insight on challenging concepts
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Be conscious of the cognitive load Combine DI with other methods for a stronger impact
Limit the number of concepts in each session
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PSI Physics - Waves PSI 6th Grade Science - The Universe PSI - 5th Grade Math - Long Division
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Look up in the sky on any clear night and you can see a never-ending amount of small twinkling lights - we know them as stars.
Some stars are bright .. some are dim .. some are blue .. some are yellow .. some are even red! If you let your eyes adjust to the dark for about 20 minutes, you will notice something amazing.
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What exactly are stars? What are they made of? How many stars are there? Why do they seem to move across the sky?
Come up with ideas about each of the questions below at your table right now.
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We're used to drawing stars that look like this: Actually, stars don't look like this at
like in this picture. We have already discussed what force holds stars together. Do you remember what it is called?
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Scientists have an analogy which helps us imagine how many stars are in the
understand it, we will have to imagine one star is the size of a grain of sand. Are you ready?
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One thimble of sand would hold the most stars you would possibly have seen had you been there on the darkest and clearest night in the history of Earth. 1 star = 1 grain of sand A thimble isn't very big, is it?
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1 star = 1 grain of sand 1 thimble = all the stars we can see A wheelbarrow could hold every star in our Milky Way Galaxy. How many thimbles do you think it would take to fill that wheelbarrow? Even still, a wheelbarrow doesn't hold very much sand, does it?
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1 star = 1 grain of sand 1 thimble = all the stars we can see 1 wheelbarrow = Milky Way Galaxy To imagine the number of stars in the universe, we need a freight train carrying loads of sand. But you need to know something about this particular train..
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We would need to watch this train pass by us very quickly -
In order to count the total number of stars (which remember are grains of sand), how long do you think you would you have to watch the train go by? Write your guess below.
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We would have to watch this train pass by us (without stopping) for... Only then could we have seen a representation of how many stars are in the universe. Can you even imagine that number? 24 hours a day 7 days a week 12 months a year for THREE years!!
Click for Answers
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We probably don't even have a number large enough to count the number of stars in the entire universe! (Some astronomers give a rough estimate that there are 1022 stars, although this is always changing!) 1022 = 10,000,000,000,000,000,000,000
(Comparison: 1 billion = 109 = 1,000,000,000)
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Why do some stars look brighter than others?
There are a few factors that affect how luminous a star is, and how bright it looks to us here on Earth. We mentioned these earlier in the unit. Can you remember? Write your answers below.
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Direct Instruction Example: PSI Physics
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Wave Motion
A wave travels along its medium, but the individual particles just move up and down.
Click Here for animation
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All types of traveling waves transport energy.
Study of a single wave pulse shows that it is begun with a vibration and transmitted through internal forces in the medium. Continuous waves start with vibrations too. If the vibration is SHM, then the wave will be sinusoidal.
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Wave Motion
Wave characteristics: · Amplitude, A · Wavelength, λ · Frequency f and period T · Wave velocity
Link to Direct Instruction - Activity
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Direct Instruction Example: PMI 5th Grade Math
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4 7)30
2
2 7
Instead of writing an R for remainder, we will write it as a fraction of the 30 that will not fit into a group of
2/ 7 is the remainder.
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More examples of the remainder written as a fraction: 6)47
5
means that there is 5 left over that can't be put in a group containing 6 To Check the answer, use multiplication and addition. 7 x 6 + 5 = 42 + 5 = 47
5 6
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37 x 7 + 5 = 259 + 5 = 264 Example: 37 7)264
54
5
Check the answer using multiplication and addition.
Way 1: Way 2: 37 divisor x 7 x quotient 259 + 5 + remainder 264 dividend
5 7
Link to Direct Instruction - Activity
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Use the arrows at the top or bottom side of the screen. Or just slide your finger across the page and it will advance.
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Click on the blank page at the top right of the screen or the bottom side of the screen with the green + to add a page.
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All of these will be considered objects once on the page.
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Treat everything on the page as an object, select that object and use the drop-down menu for various functions.
Click on text twice, you get the text editing box.
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It is important to lock objects onto a page when students will be coming to the board to move objects around. You also might find that
Objects are locked in the drop down menu. Try locking the text below.
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Grade Number of Students
Kindergarten
1st 2nd 3rd 4th 30 25 40 45 35 Students at Reeds Road School Grade
Number of Students
Key = 5 students Kindergarten
1st 3rd
4th
2nd
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Page Sorter Tab Gallery Tab Attachments Tab Properties Tab Add on SMART Response Tab This is used to rearrange pages within the file Find pictures and interactive items Attach outside files Change fonts, colors, etc. Control SMART response questions Activity Builder
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Click on the gallery tab on the side toolbar. Then Lesson Activity Toolkit 2.0 Then Activities
In here are ready made interactive activities that you only need to add text and/or images to.
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You can add objects and pages to your "my content folder." It is your own personal bookmark for the computer you are working on.
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Take object and drag it over to the "my content" folder For example, for graphing, add a coordinate grid to the folder so you can easily pull it out when needed.
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The screen shade allows you to cover your screen.
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In dual page display, one of the the pages can be "pinned" in place so it remains on display as you advance slides. Pin page is in your custom tool bar. To access your custom tool bar, click on the gear symbol. You can drag tools you use often into your horizontal tool bar.
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Screen capture is a snipping tool that allows you to capture images from slides, the internet, another document, etc.
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Select direct instruction slides from any unit. Practice creating or modifying direct instruction slides: Add page Add text Insert a picture Add link to video Each group will present a short, 3-5 minute, segment of direct instruction.
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What the learner knows and can do independently What the learner can do with help What the learner cannot yet do Zone of Proximal Development
Role of the educator is to give the learner experiences that are within the ZPD, encouraging advancement in learning. Vygotsky: "advancing development of the child is the key goal of education."
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Zone of Proximal Development
Boredom
Level of Challenge Level of Confidence
What the achiever can learn with assistance What the achiever can currently achieve independently What the achiever will be able to achieve independently Scaffolding
through the support of the more knowing
Adapted from Hill & Crevola (unpublished)
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Round Tables Group Problem Solving Heterogeneous setting Peer Teaching
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Teacher Actions Providing problems to solve Facilitating problem solving by setting group expectations Becoming part of the social group (teaching by wandering around) Encouraging students to work together Maintaining strong classroom management
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Student Actions Solving problems Formative Assessment questions Class work Labs Working in groups Building on prior knowledge and constructing new, meaningful knowledge together Focusing on problem solving process Peer teaching
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Students construct knowledge and understanding together that wouldn't be possible alone Students solve increasingly complex problems that would be too challenging working in isolation Students learn in their Zone of Proximal Development Students reach higher levels of rigor and mastery Students achieve
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Provide encouragement to students to work together.
Keep everyone involved in the learning
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Assign classwork and homework problems you know students need to practice based on formative assessment . Keep students in the ZPD!
Create tasks that appropriately challenge students
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Your classroom will be noisy, but as long as that noise is constructive you are allowing the appropriate amount of time.
Noise is Normal
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Allow students who have completed the assigned section to teach themselves the next session and attempt the next problems while the other students are still working. Lower level questions build on each other to get to higher level ideas.
Scaffold learning - universal design
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Groups can be rearranged at the teacher's discretions.
Rotate group members often
Keep group arrangements heterogeneous. If everyone in a group is having difficulty on a concept, encourage them to move around the room and work with
"Ask 3, then me." *SMART notebook gallery has a random group picker
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"You're a good teacher. You really care about whether your students learn. So as you lecture you watch their faces for clues and ask yourself, 'Do they get it? Are they enthusiastic about what I'm saying?' You stop and ask them, 'Does anybody have any questions?' Students nervously look at each other. No one raises a
be following my presentation and understanding the subject." ~ Douglas Duncan - Clickers in the Classroom
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Active engagement for students Evidence of where students are in the learning progression Feedback that feeds forward Feedback that helps students identify their own strengths & weaknesses during a lesson Feedback that is ungraded Frequent Formative Assessment provides:
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Responders are good for kids! They allow them to: · Participate individually · Answer anonymously · Constantly evaluate what he/she knows and can do · Focus and remain engaged
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Responder questions keep students sufficiently challenged. If there's no struggle, it's boring If there's no win, it's frustrating This releases endorphins, resulting in pleasure and memory retention. This challenge is important. People like to struggle, and then win
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Responders are good for teachers! They allow them to: · Get feedback from the entire class at once · Shift the class to student-centered participation · Gather real-time data that informs their teaching · Ask questions that get increasingly difficult, so that students remain challenged, but can work with peers to "win" Based on student answers the teacher can: reteach review
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How to Set up Teacher Tools Start Class
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Establish a daily routine for using responders Establishing a routine will make the use of responders easy. Tell students to login everyday unless otherwise directed when they arrive at class. To make this easy, keep the responders somewhere central. For instance: > Put them at the front of the room for students to take as they enter. > Place an organizer on each group of desks with enough responders for each group.
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Start class with a Reponse question. Part of the responder routine might include do-now questions that are on the board as students walk into the class. · A question from the previous night's homework · A question similiar to that homework but highlighting a skill that might have been difficult · A question that reviews a pre-requisite skill for the next topic · A question that will lead to the next topic
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Responders are a tool for both the students and the teacher. Let students know that the response questions: · Will let them participate anonymously · Will not be graded · Should be answered honestly · Will provide both student and teacher feedback
Teach students to answer honestly
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Make no assumption that the students know the content just covered; have them try the questions. Do questions one at a time. Depending on the topic and prior knowledge, the teacher may want to do a question with the students first. (like an I do, we do, you do) More often, students should try the questions in their groups and enter their own answers. You will need to decide if group roles are appropriate for your class.
Always poll students after teaching a new concept.
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There are two approaches to consider: · Show the question, start it, and then circulate. > If students are already used to working on the problems and discussing them, this may work best. · Show the question, circulate, and then start the response question. > If students are putting answers in too quickly, not thinking about the problem, then try this approach.
Be strategic about when to start the question.
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Once the question is started, make sure that the response panel stays open. This allows you to see how many students have answered and also allows you and the class to see how much time has passed. Open the panel and uncheck the circled box to keep the panel
Keep the response panel open once a question has started
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While students are working on questions, circle the room: · Finding out how students are doing · Encouraging students to work together · Facilitating student-student conversations · Deciding when to intervene for a group of students, or the entire class
Work the Room
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The process of struggling with new problems is key for learning. Students will often ask teachers to help them before they submit their answer. The best thing you can do is to be less helpful! · Answer questions with a question · Ask students to ask other class members ("ask 3, then me") · Remind students to look back on their notes
Always answer student questions with a question.
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Some questions may take less than a minute to answer, while
· If all students in the class have submitted their answers, stop the question. · If most students have answered, and students are no longer discussing the problem remind them to enter their answers and then stop the question - you can check the names of those who have not answered and remind them individually. · If you notice that all students are struggling, work with students and wait to stop the question.
Be strategic about stopping the question.
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Once a questions has been stopped, the learning continues: · Display the results to the class · Do NOT reveal the correct answer · Ask students to analyze the results · Talk about the results
Guide class discussion once a question has stopped.
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It's easy for teachers to analyze these problems but it is far more powerful for the students to do so through careful questioning. Here are some examples of questions you could ask:
· What is the first step in solving this problem? · Look at the answer of 0.347. What was the person thinking who answered that way? · What could you do to assist a person who answered 0.50? · Why is it necessary to line up your decimals?
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22 This number is written in Base 10: 8. What would it be in Base 2?
Answer
This question in the binary numbers activity showed you the correct answer on the responder.
Why don't we put in the correct answers to all questions?
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If all students are correct, ask a similar response question, a verbal follow up, or move onto a more difficult question. If most students are correct, the students or teachers should try to identify why someone may have chosen a different
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If the class is split, employ a variety of discussion/debate strategies such as: · Ask students to explain their answers to the class · Have each student find someone with a different answer · Ask students to explain how another student could have arrived at a different answer Then restart the question and have students re-vote.
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If only a few students are correct, this may be due to a miscommunication, gap in prerequisite knowledge, and/or a misunderstanding. To help identify the cause and a solution: · Ask students to tell you what they know about the question,
· Go back to the slides and ask them about each one, revise
· Re-teach the content; try the same question again or ask a similar question; and/or review a sample problem.
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Students will need to practice more through classwork and homework. To do the homework, students need to show that they can struggle and succeed in class. If students have shown enough understanding to do the classwork, and there's time, start the next topic.
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23 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
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24 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
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25 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
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26 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
Classroom Closeup Video - 3rd Grade PMI https://www.dropbox.com/lightbox/home/CTL%20Media/Videos
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Open a presentation from any unit in your subject area (1 unit per group)
questions when necessary?
understands the concept being taught?
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Add 3 SMART response questions to a presentation: Multiple Choice Free Response True/False or Yes/No
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Return to Table of Contents
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Used to test what the students actually know and can do independently. Types Quizzes Tests Quests - Used in science courses Labs for science courses
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Only summative assessment tasks are graded: quizzes, tests, quests, and labs . There are no grade points awarded for: participation, attendance, class work, or homework. There is no extra credit work.
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By only grading summative assessment tasks, we are grading that work which shows each student's independent demonstration of their knowledge, application, and understanding. This creates an objective grade increasing the correlation of the student's grade with the end of course test. This also allows the grades of students to be compared from teacher to teacher and from school to school.
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Students are allowed to retake all quizzes, quests, and tests. Retakes of all assessments are provided on our website (www.njctl.org) Students can retake an assessment as many times as necessary, however most students only need one retake and
The highest grade earned replaces the lower grade. The grades are not averaged together. Once graded, return to students for them to see their grade, however students should not keep these retakes.
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Retakes encourage persistence Retakes keep students motivated to learn Retakes reflects the real-world view of failure as feedback to inform future decisions *If your child doesn't know how to tie his shoe, are you going to just give him extra credit or tell him to continue to practice?
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Quizzes and Labs are generally 10-25 points each.
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Tests are out of 100 points.
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Collaboration between all teachers using the materials Collaboration between teachers within the same school And One of the key components for success with the Progressive Teaching Methods is collaboration.
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All PSI & PMI materials were developed through SMART lesson study. In this manner the materials were developed by groups of teachers working together to continually improve upon the existing materials and provide the best product possible. When students move from one grade level to the next, the teachers have common materials to refer to and the ability to discuss the measurable progress the students have made. Teachers can focus on the HOW of teaching, not the WHAT to teach.
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Since PSI-PMI materials are continuously improved and updated, newer versions of existing files are constantly posted
The newest version will appear posted first with the date next to it. Older versions may still be accessed. Select dropdown to access older versions
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Your feedback is essential!
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Collaboration between teachers within the same grade- level, school and district is key. "But how do we collaborate without common planning time?" Email Staff Meetings Peer Observation Google chat Google groups Dropbox Google Docs
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Unit plans plans are provided containing: · Next Generation Science Standards · Essential Questions · Knowledge and Skills · Sequence of Assessments · Order of Topics in Presentation, Classwork/Homework and Labs · Suggested Pacing based on 40 minutes/day
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At the start of a new unit for grades 4 -12 math and high school science, each student should be given the following... A complete printout of the notebook presentation. All of the classwork and homework problems for the unit. At the end of the unit, teachers should distribute the multiple choice and free response review questions.
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Interactive Whiteboard Student responders Printer Internet access Printouts of Notebook Presentations Printouts of Quizzes, Tests, Labs Lab materials
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Presentation printout or personal digital access during class Homework/Classwork Problems Calculator Pencil
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Students arrive in the classroom and immediately get out their unit handouts and login to their automatic polling device. A review question should be ready on the board for students to input their answers. Students can ask questions about homework problems if they have any. The day should be spent alternating between direct instruction, formative assessment, and solving of classwork problems. A short mention of what was covered in class that day, what the homework assignment is, and what will be taught tomorrow.
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