February 10th AJHS Staff Development

7:30 am - 3:00 pm *Please pre-register in PU for credit*


Session 1: 7:30 am - 9:15 am
  • 9th-10th grades with Tracy Watanabe, at 9/10 building B Mall
  • 11th-12th grades with Theresa Bartholomew, at 9/10 building A Mall

Session 2: 9:30 am - 11:00 am
  • 9th-10th grades with Tracy Watanabe, at 9/10 building B Mall
  • 11th-12th grades with Theresa Bartholomew, at 9/10 building A Mall

Lunch: 11:00 am - 12:00 pm

Session 3: 12:00 pm - 2:00 pm
  • There are two choices of breakout sessions to attend:
    1. Introduction to Assessment with Galileo with Linda Gering and Jerry Paterson, at Tech Center Room 186
    2. Daily Assessment

Session 4: 2:15 pm - 3:00 pm
  • Everyone will meet with Heidi Golemon, at the 9/10 building



Session 1: Overview of Differentiated Instruction with 21st Century Learning

Purpose of Session 1: Overview of differentiated instruction (DI) with 21st century learning, establishing procedures, routines, and norms

Essential questions:

  1. What does a 21st Century, differentiated classroom look like?

  2. What procedures, routines, and norms help structure and maximize learning time in a 21st Century, differentiated classroom?

  3. How do you create a classroom climate where all students are open to learning and participating?

What does a 21st Century, differentiated classroom look like?

What procedures, routines, and norms help structure and maximize learning time in a 21st Century, differentiated classroom?

  • DI procedures/management

  • Model procedures. Practice procedures until the procedures become routine.

  • Setting expectations.

  • Establishing signals, such as for transitioning or stopping & listening.

  • Classroom climate/procedures that need to be established before collaborative projects will be successful:

  1. Create a culture of trust in the class.

  2. Establish goals for the project.

  3. Post clear instructions.

  4. Establish guidelines for all processes.

  5. Set deadlines (interim and final).

  6. Create and display assessment rubrics.

  7. Make sure project activities are relevant and meaningful.

  8. Define roles for team members and work with teams to assign them.

  9. Keep instructions simple for both the assignment and for the tech tool.

  10. Provide examples and suggestions.

  11. Decide if the tech tool should be open to the public or limited to the class.

  12. Remind students of copyright and licensing issues.

  13. Check work regularly.

  14. Provide encouragement.

  • (This list was originally generated from Web 2.0 How-To for Educators)

Closure for Session 1: How do you create a classroom climate where all students are open to learning and participating? What will this look like/sound like in your classroom? -- Organize your KWL-O



Session 2: Formative Assessment/Checking for Understanding


Purpose of Session 2: What to test, formative assessments/checking for understanding in the 21st century classroom, how to use student-level data to drive instructional decisions

Essential questions:

  1. Why is “assessment” not a synonym for testing? What are the implications of that?

  2. How do you gather information/feedback to structure/guide instruction?

  3. How do you evaluate the data collected, and how does this change/drive instructional decisions?

Content:

  • Presentation

  • Differences in assessment based on learning style; interests; and content/readiness -- HENCE, interest inventory, building relationships, interests, and data (content/readiness)

  • Formative Examples: concept maps, KWL, ABC brainstorm, exit card, anecdotal notes, …

  • Checking for understanding based on learning style (not just raising hand or handing in homework)

  • Checking for understanding (and management) in PBL

  • Questioning techniques based on Bloom’s Taxonomy

Closure for Session 2: Discussion on Essential Questions




Session 3: Technology Breakout Session


There are two choices for this session. In both choices, we'll focus on pedagogy and how using the technology tool helps us. At the end of this session, you should be able to answer this question: How does the technology tool help with differentiation (process, product, or content), 21st century learning, and formative assessment?

Option 1) Introduction to Assessment with Galileo:

  • This class is an introduction to Galileo and is only for those who plan on using Galileo, but do not know how.

  • In this introductory class we will discuss:

    • Learning the basic features of Galileo such as updating your rosters, using the dashboard, and reading reports.
    • We will give an overview of how to create formative assessments with Galileo.
    • How does the technology tool help with differentiation (process, product, or content), 21st century learning, and formative assessment?
    • What should Galileo look like/sound like in your classroom? (rotating groups)
    • How can you use it in your classroom now and in the future?
  • Closure: How does the technology tool help with differentiation (process, product, or content), 21st century learning, and formative assessment?

Tech Center Room 186, facilitated by Linda Gering & Jerry Paterson

Option 2) Daily Assessment:

  • This class will dive into checking for understanding, surveying, and formative assessment in an online environment such as Google Forms.

  • We'll discuss how to share those links and content with your class.

  • We'll spend time on creating templates in Google Apps, as formative assessment, and for assigning projects, differentiating instruction such as scaffolding, etc.

  • Establishing online guidelines and collaboration expectations.

  • Collaboration in Google Apps and other tools, with a huge foundation in digital citizenship. Exploring Back Channels and Student Collaboration--How to use Today's Meet and Google Docs to facilitate student collaboration. Great for quick checks, note-taking, brainstorming, etc.

  • Best practices for management in an online environment.

  • Closure:

    • What will daily assessment look like/sound like in your classroom?
    • How can you use it in their classroom now and in the future? (Remember they could be at home while we are here working with them or they are collaborating with their class.)
    • How is my teaching going to change, and what will that look like?

Facilitators:

  • Sandy Rollefstad and Erik Nesheim -- located in Room A123, max enrollment 32
  • Lynne Cook and Sarah Harrison -- located in B107, max enrollment 30
  • Elizabeth Francois and Ed Matlosz -- located in Room 212, max enrollment 35



Session 4: Closure for the day


What does it look like/sound like in your classroom?

How is my teaching going to change, and what will that look like?