Published on March 16, 2014
Dr. Tesha Deans IslerDr. Tesha Deans IslerDr. Tesha Deans IslerDr. Tesha Deans Isler Middle School Conference
By the end of the session you will learn how to: Incorporate chants, songs, raps, and movements into the Common Core Engage any disadvantaged learner and make instruction rigorous and relevant
1 child Tesha Human Resources Curriculum Facilitator Teacher NC Teaching Fellow Outgoing Cheerleader Love to dance and read Earned Doctorate in Educational Leadership High heels UNCG Teaching and Learning Coach Thinking Maps Trainer for Wayne County Thelma Smith Harold Isler Destiny Isler Christian Title 1 Disadvantaged Students Rap, Songs, Chants
hatW ew earnl ithw leasurep ew evern orgetf.
What we learn with pleasure, we never forget. Alfred Mercier
lleT em dna ll”I tegrof. wohS em, dna I yam ton rebmemer. evlovnI em, dna ll”I dnatsrednu.
Tell me, and I'll forget. Show me, and I may not remember. Involve me, and I'll understand. ~Native American Saying
“Rigor is creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels”. (http://www.eyeoneducation.com)
47% of dropouts said classes weren’t interesting. 43% had missed too many days of school and couldn’t catch up. 69% were not motivated to work hard. 66% would have worked harder if more had been demanded of them. (http://www.eyeoneducation.com)
Engaging instructional strategies are essential, but also make sure you are challenging students. True rigor is the result of weaving together the elements of curriculum, instruction, and assessment in a way that maximizes the learning of each student. Teachers need to act as facilitators.
“Relevance is a key component in understanding and retention. When students can see the connection between what they are learning and their world, retention improves” (Tate, 2007, p.54).
“We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70%of what we discuss 80% of what we experience 95% of what we teach others” By William Glasser
#1 Reason Students Drop-Out: Boredom resulting from ineffective teaching strategies -Pedro Noguera, Ph.D. Author of Unfinished Business: Closing the Achievement Gap In Our Schools, 2006
The Students’ Point of View My Daughter
Cognitive Academic Motivational Identifying Similarities/ Differences Nonlinguistic Representations Generating and Testing Hypotheses Summarizing and Note Taking Homework and Practice Cues, Questions and Advance Organizers (Activating Prior Knowledge Reinforcing Effort and Providing Recognition Cooperative Learning Setting Objectives and Providing Feedback
Leads to a 12-28 percentile gain and is significantly more effective than instructional strategies in which students work individually (Marzano, 2001).
Research shows that regardless of the age level of the student or the subject matter taught, cooperative learning experiences promote higher student achievement (Johnson, Holubec, & Roy, 1984). People learn 95% of what they teach to others (Society for Developmental Education, 1995).
Assign each student a neighbor (a close partner), a friend (a partner across the room), and a family (a small heterogeneous group). Allow students to meet with these groups to teach the material they have learned. Divide students into groups, and assign each group member a different part of a chapter to read. After they finish, each member should teach what they learned to the group.
Cooperative learning strategy in which the teacher devises several questions/problems and posts each question /problem at a different table or a different place on the walls (“gallery”). Students, in groups, move to each question in rotation (“walk”) reflect on answers posted, discuss, and write responses to the questions. At the last question, the group will summarize the total responses for that question and report out to the whole group.
“…if we teach today as we taught yesterday, we rob our children of tomorrow.” -John Dewey
Change strategies Change assessments Teach everyday for high rigor and high relevance Modify what you are doing
How did that happen? In your OWN words Justify Your Position: Challenge Students to take a position on an issue and develop a justification; ask students to take deliberate differing points of view; and role play different perspectives. Learning with Peers What ifs: If the events had happened differently Quiz Show Quick Writes
Learners collaborate in groups to accomplish meaningful tasks. Learners discuss/solve open ended questions/problems. I shift activities and strategies every 15-20 minutes to keep learners’ attention. Learners are engaged in hands-on activities when appropriate. Learners are engaged in higher-order thinking activities. I model instructional strategies for active learning(for example, posing questions, experiementing, considering alternatives). Learner Engagement for Academic Success-2012 International Center for Leadership in Education
I challenge learners to think deeply and critically. I draw on learners’ interest when introducing a lesson. I facilitate learners’ active construction of meaning( rather than simply telling). I use technology frequently and appropriately in instruction. I use a variety of resources and ways to promote understanding, such as audio or video sources, the Internet, and class demonstration. I use questioning, coaching, and feedback to stimulate learner reflection. Instruction is learner-centered, emphasizing learner choice of materials and activities, interaction, and construction of knowledge. Learner Engagement for Academic Success-2012 International Center for Leadership in Education
Teach content with enthusiasm to show passion and love for the subject you teach. Use real-life examples to illustrate points being made in the lesson.
10 Characteristics of a Brain-Compatible Classroom Marcia L. Tate’s Book Worksheets Don’t Grow Dendrites Positive Environments Visuals Music(30%) Relevant lessons Rituals taught Students moving to learn content High Challenge/ Low Stress High Expectations Students talking about content Contents taught in chunks with activity Use Multiple Intelligences to Differentiate
Movement that is used for instructional reasons enhances memory for learning (Wolfe, 2001). Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories (Sprenger, 2005). Movement involves more of a student’s brain than does seatwork because movement accesses multiple memory systems (Jensen, 2001).
Assign an “energizer partner” for each student. This should be someone across the room. Allow partners to meet to reteach each other what they’ve learned in a lesson. Allow students to stand or use thumbs-up if they agree with a statement. Use students to demonstrate problems in front of the class. Give each student in a group answers to a problem, and then have them move around to put the answer with the question posted around the room.
From a Simple Traditional Approach To a Rigorous Transformed Approach “Deliver" Instruction Teacher centered Classroom learning Standardized approach Learn to do Content focused Looking for the right answer Teaching segmented curriculum Passive learning opportunities One type of test “Facilitate” Learning Student centered Learning anytime/anywhere Differentiated approach Do to learn Application focused Critical thinkers Integrating curriculum Active learning opportunities Variety of tests Transforming, Teaching & Testing
Conflict- Problem, Climax-the turning point Resolution- is the ending Author’s Purpose-reason an author has for writing (4 times) PIE(4 times) P-persuade I-Inform E-entertain Yeah, Yeah 6-8 grade Tier 3 Vocabulary Terms from the Common Core State Standards
Coefficient-a number used to multiply a variable Variable I am a variable- a symbol- for a number- I don’t know yet 6-8 grade Tier 3 Vocabulary Terms from the Common Core State Standards
Playing music, singing, rapping, whistling, clapping, and analyzing sounds are all examples of activities that address the musical multi-intelligence (Silver, Strong, Perini, 2000). Music is a very valuable aid to long-term memory (Sprenger, 2005). Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics (Jensen, 2001).
Play classical music when students enter the room and during independent time to set a calming atmosphere. Play an upbeat song. Pause the music several times. Each time, students should recall a major concept covered in the lesson. Have students work in groups to rewrite a commonly known song (ex: Old McDonald) to symbolize their understanding of a concept taught. Teach a difficult concept to the tune of a familiar song.
Brainstorm and record key words or ideas Pick a common song that is familiar to all students Let students rewrite the words. Use the key terms from the brainstorming list to the beat of the song Music can boost thinking and intelligence, influence the state of the mind, and carry words to the unconscious mind.
Select a song that you would like to use. Download the lyrics from Google. Rewrite the lyrics and replace them with rhyming poetry with the same number of syllables. This is a skill that can be learned. It gets easier with practice!
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My Destiny was born And her existence Made me desire greatness The love of my life The reason I breathe I have to be an example To help her succeed
You can make a difference with one child at a time. Don’t ever forget: You can pump up all students if you are ready to make the necessary changes.
Allen, Richard. (2002) Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston: Allyn and Bacon. Heacox, D. (2009) Differentiating Instruction in the Regular Classroom. Minneapolis, MN Free Spirit Publishing. Jensen, E. (2003). Tools for Engagement: Managing Emotional States for Learner Success. Thousand Oaks, CA: Corwin Press. Marzano, R.J.(2003). What works in Schools, Translating Research Into Action. Danvers, MA:ASCD. Marzano, R. J. (2001). Classroom Instruction that Works: Research- Based Strategies for Increasing Student Achievement.MA:ASCD Marzano, Robert J.(2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD. Pedro Noguera,(2006). Unfinished Business: Closing theAchievement Gap In Our Schools. Sprenger, Marilee. (2005). How to Teach So Students Remember. Alexandria: ASCD. Tate, M.,( 2007) Worksheets Don’t Grow Dendrites. Thousand Oaks, CA: Corwin Press
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