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Welcome!
New Teacher Academy October 16, 2009 Facilitated by Annette Smitley St. Joseph ISD [email_address] 269 467-5453
Learning Targets ,[object Object],[object Object],[object Object]
Learning Targets ,[object Object],[object Object]
A note about learning goals …(Marzano, 2001) ,[object Object],[object Object],[object Object]
Norms ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Guidelines for Signals and Partners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Lesson Planning 101 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Partner Brain Squeeze ,[object Object],[object Object]
Ways to Chunk ,[object Object],[object Object],[object Object],[object Object],[object Object]
Partner Brain Squeeze ,[object Object],[object Object]
Ways to CHEW   ,[object Object],[object Object],[object Object],[object Object],[object Object]
Partner Brain Squeeze ,[object Object],[object Object]
Ways to CHECK:   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social Studies Example  3-2-1-Bridge Method of CHUNKING
Learning Target ,[object Object],[object Object]
Part 1:  Assessing Prior Knowledge What do students know about the purpose of maps? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Part 2:  3-2-1 Bridge- Building New Knowledge  ,[object Object],[object Object]
Elementary VS Secondary ,[object Object],[object Object]
Physical Relief Map of Michigan ,[object Object],[object Object],[object Object],[object Object],[object Object]
Rivers of Michigan Map ,[object Object],[object Object],[object Object],[object Object]
Counties of Michigan Map ,[object Object],[object Object],[object Object],[object Object],[object Object]
Michigan Elevation Map ,[object Object],[object Object],[object Object],[object Object],[object Object]
Map of Michigan Cities ,[object Object],[object Object],[object Object],[object Object],[object Object]
Thinking about the purpose of Maps… ,[object Object],[object Object],[object Object],[object Object],[object Object]
3-2-1 Bridge:  Building Knowledge ,[object Object],[object Object],[object Object],[object Object]
Pair-Share ,[object Object],[object Object]
Using Photos and Video Clips with the 3-2-1 Activity CHUNKING
Learning Target ,[object Object]
3-2-1 Bridge:  Part 1- Building Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object]
Part 2:  Creating New knowledge Consider this… Lucky the Platypus with the cut around his neck from a plastic bag   Turtle with plastic bag lodged in his throat
Consider this… ,[object Object]
What three words or phrases come to mind?
www.youtube.com China bans plastic bags
What two questions come to mind?
Consider this… ,[object Object]
What simile or metaphor comes to mind? Using plastic bags is like…because …
Chunking: Vocabulary Using Marzano’s 6 Step Process
With your team, create a graphic that captures the six steps, in order.  Cooperative Group Guidelines: All take turns writing. Use only the materials given to you. Initial your contribution. Encourage each other.
Teacher Checks
Resources:  Step 1, 2, and 3 Describe, Explain, Exemplify, Draw ,[object Object],[object Object],[object Object],[object Object],[object Object]
Teacher Checks
Resources:  Step 4 Expand, Connect Knowledge ,[object Object],[object Object],[object Object],CHEW
Teacher Checks
Resources:  Step 5 Collaborate ,[object Object],[object Object],[object Object],[object Object],CHEW
Resources: Step 6  Games Play ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],CHECK
Your Vocabulary List… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Frayer’s Model Intrapersonal Intelligence Step 1 and 2 Marzano:  Explain, exemplify Non-Example (own life) Example  (own life) Characteristics Definition in own words
Academic Notebook ,[object Object],[object Object],Steps 1, 2, 3 Marzano:  Explain, exemplify, draw New Info. Draw
Step 4 Marzano:  Go Deeper/Connect in new way
Partner Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],Step 5 Marzano-Collaborate
Password ,[object Object],Step 6 Marzano:  Play
Password ,[object Object],[object Object],[object Object],[object Object],[object Object]
$25,000 Pyramid ,[object Object],Step 6 Marzano:  Play
$25,000 Pyramid Activities liked by Linguistic learners Things a “Musical” learner might say  Things an “existential” learner might ponder Places a “natural” learner might like Jobs a Visual-Spatial Learner Might like Step 6:  Marzano-Play
Page Puzzles Step 6:  Marzano-Play
Read Interesting Factoids from Jim Grant “Tips to Keep In Mind When Teaching Boys” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Brain Physiology 101 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Human Continuum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Human Continuum ,[object Object],[object Object],[object Object],[object Object]
Inside/Outside Circles or Lines ,[object Object],[object Object],[object Object]
Inside/Outside Circles ,[object Object],[object Object],[object Object],EEK!
Pictograph /Summary Combination Notes Pictograph Key Ideas How do digital natives process information? What four considerations do I need to make when designing lessons for digital natives? What is the impact of media and technology in learning? Learning Goal/Target I can identify research that supports how digital natives learn that will help me as I plan lessons for these students in my class.
Scavenger Hunt
Spatial Geography/Story ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Planning Lessons with the Multiple Intelligences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Plan a lesson with multiple intelligences/brain in mind… ,[object Object],[object Object],[object Object],[object Object]
Learning Targets ,[object Object],[object Object],[object Object]
Learning Targets ,[object Object],[object Object]

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Oct16 2009

  • 2. New Teacher Academy October 16, 2009 Facilitated by Annette Smitley St. Joseph ISD [email_address] 269 467-5453
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. Social Studies Example 3-2-1-Bridge Method of CHUNKING
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. Using Photos and Video Clips with the 3-2-1 Activity CHUNKING
  • 29.
  • 30.
  • 31. Part 2: Creating New knowledge Consider this… Lucky the Platypus with the cut around his neck from a plastic bag Turtle with plastic bag lodged in his throat
  • 32.
  • 33. What three words or phrases come to mind?
  • 35. What two questions come to mind?
  • 36.
  • 37. What simile or metaphor comes to mind? Using plastic bags is like…because …
  • 38. Chunking: Vocabulary Using Marzano’s 6 Step Process
  • 39. With your team, create a graphic that captures the six steps, in order. Cooperative Group Guidelines: All take turns writing. Use only the materials given to you. Initial your contribution. Encourage each other.
  • 41.
  • 43.
  • 45.
  • 46.
  • 47.
  • 48. Frayer’s Model Intrapersonal Intelligence Step 1 and 2 Marzano: Explain, exemplify Non-Example (own life) Example (own life) Characteristics Definition in own words
  • 49.
  • 50. Step 4 Marzano: Go Deeper/Connect in new way
  • 51.
  • 52.
  • 53.
  • 54.
  • 55. $25,000 Pyramid Activities liked by Linguistic learners Things a “Musical” learner might say Things an “existential” learner might ponder Places a “natural” learner might like Jobs a Visual-Spatial Learner Might like Step 6: Marzano-Play
  • 56. Page Puzzles Step 6: Marzano-Play
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63. Pictograph /Summary Combination Notes Pictograph Key Ideas How do digital natives process information? What four considerations do I need to make when designing lessons for digital natives? What is the impact of media and technology in learning? Learning Goal/Target I can identify research that supports how digital natives learn that will help me as I plan lessons for these students in my class.
  • 65.
  • 66.
  • 67.
  • 68.
  • 69.