We're Ready! the dynamic team of....
Dino Hazelnut
Ydnic Carlucci
barbarathelibrarian Magic
November 3, 2009
Tuesday, November 3, 2009
Tonight is the Presentation of Our Book Report
Ydnic Carlucci
barbarathelibrarian Magic
November 3, 2009
Tuesday, October 27, 2009
Saturday, October 24, 2009
Dean Posts:
Action Step2:
Write a rubric or scale for each learning goal
*once goals have been established the next step is to state them in a rubric format
Dean Posts:
Action step1:
Make a distinction between learning goals and learning activities or assignments
*learning goals are what students will know or be able to do
*learning activities are things students do. they are the means used to accomplish the learning goals
Cindy's steps
Action Step 4: Assess students using a formative approach.
- Explain scoring rubric (or show graph)
- Allows students to observe personal progress
- Used while students are learning new content
- Teacher must be sure that assessment applies to specific levels of learning goals
Wednesday, October 21, 2009
Tuesday, October 20, 2009
Uniforms
Notice the impeccable state of the uniforms. This is part of the uniform standards in our school. We need to lead by example.
Wednesday, October 14, 2009
Monday, October 12, 2009
Wednesday, October 7, 2009
Seconod meeting Oct 6
We talked about chapter 4
What do we do to generate and test hypotheses about new knowledge?
*students should be engaged in tasks that require them to experiment with knowledge - they must generate and test hypotheses about the new knowledge
* generating and testing hypotheses involve porviding support for a conclusion - constitutes a foundational skill for generating and testing hypotheses.
*
STATISTICAL INFERENCES
* expectation of students to understand general guidelines regarding the use of data to support claim
ACTION STEPS:
1. Teach students about Effective support using grounds, backers & Qualifiers
grouinds - claims must be supported
backing - explain and discuss the claims
qualifier - exceptions to the claims should be identified
Action step 2 Engage students
Engage students in experimental inquiry tasks that require them to generate and test hypotheses: This is day 9 of class. The students gather to discuss their findings with Dean.
examining the resultus in light of the original predictions.
3. engage students in problem solving tasks that require them to generate the test hypotheses:
Students must use knowledge in a highly unual context or a situation that provides constraints
students are challenged to determine what must be done differently given the unusual context or the constraint.
Cindy Coston's Class Tests Hypotheses
What do I know?
Explain:
Discuss:
providing a support for a conclusion: gentle questioning, finding knowledge
and what a delicious conclusion!
book group meets
We talked about chapter 4
What do we do to generate and test hypotheses about new knowledge?
*students should be engaged in tasks that require them to experiment with knowledge - they must generate and test hypotheses about the new knowledge
* generating and testing hypotheses involve porviding support for a conclusion - constitutes a foundational skill for generating and testing hypotheses.
*
STATISTICAL INFERENCES
* expectation of students to understand general guidelines regarding the use of data to support claim
ACTION STEPS:
1. Teach students about Effective support using grounds, backers & Qualifiers
grouinds - claims must be supported
backing - explain and discuss the claims
qualifier - exceptions to the claims should be identified
Saturday, October 3, 2009
Thursday, September 24, 2009
Tuesday, September 22, 2009
We look at clock and decide we need nite nite now
We are one third of the way through the book: Dean dictates, and ttfn.
Chapter Three Part One...as we eat all the cookies, and drink all of the tea.
what will I do to help students practice and deepen their understanding new knowledge?
Students need opportunities to practice and deepen because it can be faded and lost.
Research and Theory
Actively processing information is the beginning point of learning. Exposure involves practice and knowledge deepening activities.
Schema Development
Gradually integrating new knowledge into a learner's base.
Accomodation pg 59
page 60 Procedural knowledge vs declarative knowledge: repeats what we read above and clarifies it further.
Revision is important to declarative knowledge - and revising is focused on writing tasks.
Error analysis is through continual examination you can determine if you have conceptual accuracy.
Another way is identifying similarities and differences - creating analogies, through homework, teacher assigned tasks.
Grade level of homework - Cindy comments there does not seem to be any special rule regarding this. One of the most common reasons for assigning homework is that it extends the opportunity for extended learning.
Parental involvement is covered then. We did not really identify with this, as we deal with college students.
Students need opportunities to practice and deepen because it can be faded and lost.
Research and Theory
Actively processing information is the beginning point of learning. Exposure involves practice and knowledge deepening activities.
Schema Development
Gradually integrating new knowledge into a learner's base.
Accomodation pg 59
page 60 Procedural knowledge vs declarative knowledge: repeats what we read above and clarifies it further.
Revision is important to declarative knowledge - and revising is focused on writing tasks.
Error analysis is through continual examination you can determine if you have conceptual accuracy.
Another way is identifying similarities and differences - creating analogies, through homework, teacher assigned tasks.
Grade level of homework - Cindy comments there does not seem to be any special rule regarding this. One of the most common reasons for assigning homework is that it extends the opportunity for extended learning.
Parental involvement is covered then. We did not really identify with this, as we deal with college students.
Chapter Two: we move along as it gets dark outside
Critical input experiences:
The teacher identifying that something new is coming and it is important.
previewing: refers to any activity that starts the student thinking about upcoming content. Today Cindy talked about Splenda. What do you think would happen if we took the sugar out and put in Splenda. It gets them thinking about somethings that is upcoming.
Chunking! says Cindy...is important. Practice teaching in small steps. Too much information swamps our working memory (direct quote from Marzano).
Using many different things, a set of interacting strategies, Macrostrategies, is useful.
summarizing and note taking, etc.
Memorizing strategies, (barbara cringes) but Cindy says that pg. 37, these strategies involve higher level thought processes and should help the recall of info.
Questioning - requires elaboration - fat substitutes - how did this make this healthier?
Reflection - students review critical input experiences,,,which really means identify things that confuse them, preconceptions were accurate or not, and then learn from that.
Co-operative learning is Cindy's favorite - because it allows you to look at multiple perspectives.
The chapter repeats but gives more detail. Use a rubric each goal. What do you think you know?
Cindy offers page 42, teacher summary...can offer "this is what we will be reading about".
skimming - teacher prepared notes. Teacher prepares an outline of what is coming up. We do this in public folders, Dean noted. 6:57 PM Barbara yawns. (only kidding)!
Interacting in groups provides students with multiple reference points...Dean says we do that all the time in labs.
Cindy says "this is all stuff that we can use immediately on a daily basis!"
Cindy continues about "chunking" pg 47, different ways to chunk: reciprocal teaching - students read, predict summarize and coming up with questions for group discussion.
Jigsaw - students read about different topics, become experts on them, and then share them with everybody else.
Concept Atainment- compare and contrast. this leads them to a conclusion.
Action Step 5
Ask questions to elaborate on information learned. Inferential questions. Use of background knowledge to fill in information. the ability to show use of logic
elaborate information for questions - why do you know that is healthier? tell me why do you think that is so?
page 51 Action step 6. Non linguistic interpretation...based on their mental images. Note and note taking, graphic organizers (:)) dramatic enactments
mnemonic devices - creating a mental picture
Using signs and symbols such as :one is a bun...etc.
Academic notebooks notes and graphic notebooks together as they learn more and different things
Step 7
Students reflect on their learning. what was right what was wrong what could use improvement
The teacher identifying that something new is coming and it is important.
previewing: refers to any activity that starts the student thinking about upcoming content. Today Cindy talked about Splenda. What do you think would happen if we took the sugar out and put in Splenda. It gets them thinking about somethings that is upcoming.
Chunking! says Cindy...is important. Practice teaching in small steps. Too much information swamps our working memory (direct quote from Marzano).
Using many different things, a set of interacting strategies, Macrostrategies, is useful.
summarizing and note taking, etc.
Memorizing strategies, (barbara cringes) but Cindy says that pg. 37, these strategies involve higher level thought processes and should help the recall of info.
Questioning - requires elaboration - fat substitutes - how did this make this healthier?
Reflection - students review critical input experiences,,,which really means identify things that confuse them, preconceptions were accurate or not, and then learn from that.
Co-operative learning is Cindy's favorite - because it allows you to look at multiple perspectives.
The chapter repeats but gives more detail. Use a rubric each goal. What do you think you know?
Cindy offers page 42, teacher summary...can offer "this is what we will be reading about".
skimming - teacher prepared notes. Teacher prepares an outline of what is coming up. We do this in public folders, Dean noted. 6:57 PM Barbara yawns. (only kidding)!
Interacting in groups provides students with multiple reference points...Dean says we do that all the time in labs.
Cindy says "this is all stuff that we can use immediately on a daily basis!"
Cindy continues about "chunking" pg 47, different ways to chunk: reciprocal teaching - students read, predict summarize and coming up with questions for group discussion.
Jigsaw - students read about different topics, become experts on them, and then share them with everybody else.
Concept Atainment- compare and contrast. this leads them to a conclusion.
Action Step 5
Ask questions to elaborate on information learned. Inferential questions. Use of background knowledge to fill in information. the ability to show use of logic
elaborate information for questions - why do you know that is healthier? tell me why do you think that is so?
page 51 Action step 6. Non linguistic interpretation...based on their mental images. Note and note taking, graphic organizers (:)) dramatic enactments
mnemonic devices - creating a mental picture
Using signs and symbols such as :one is a bun...etc.
Academic notebooks notes and graphic notebooks together as they learn more and different things
Step 7
Students reflect on their learning. what was right what was wrong what could use improvement
This is Dean speaking:
i think it was a brilliant idea for us to do a blog for this project!! This will allow us to communicate about the book and our findings even when we are not together. We are sitting here collaborating about what we have read thus far and we can still collaborate from a distance for further discussions. I also think the way we divided up the reading forces us to collaborate about the questions posed at the beginning of each chapter......over and out!!
Barbara makes tea and becomes the facilitator while she is out of the room.
Hi everyone,
I went out of the room to make tea and lo! and behold I am the facilitator ...hehe. That's ok. Chapter one: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Cindy felt "already" it gave her ideas...deepening understanding...and got a lot of ideas to add to her bad of tricks such as she now feels she should do more rewards. Verbal rewards, praise and also she thought that having a rubric for each goal would be helpful.
Dean looks at action steps and says "these are actually on our syllabus"! Our learning course outcomes are the equivalent of learning goals and assignments.
Establish Goals - what will I do to establish and communicate learning goals says Dean. He likes this from the summary part of our text.
We photocopy all our notes, give each other copies to read at home.
We also need to distinguish between learning goals and learning activities, says Cindy. We discuss our take on what that means. "Its all in here, let me just find it", says Cindy. Chapter One is Cindy's assignment.
ABLE TO DO - IS AN ACTIVITY
LEARNING GOAL IS WHAT STUDENTS WILL KNOW.
We decided to discuss our protocol. It is :
Divide the book into three sections:
Cindy : Section One
Dean: Section Section Two
Barbara: Section Three
Cindy is now briefing us on her findings on that first section of the book.
stay tuned...
We are talking about goal setting. Knowledge gain goes up with better feedback. An external reward is a token or payment. Verbal rewards can lead to trends and free choice behavior.
Dean offers "a gold star on the top of a paper!"
Two types of knowledge:
Procedural knowledge - strategies skills and processes
Declarative is informational in nature.
The more points on a rubric scale = the more accurate and precise it is.
OK! Action step 3 Let students identify their own learning goals:
We talk about alternative ingredients, for instance. Our vegetarians feel it particularly applies to them.
Step 5 is good because students chart their own learning goals.
Step 6 recoginze and celebrate growth.
I went out of the room to make tea and lo! and behold I am the facilitator ...hehe. That's ok. Chapter one: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Cindy felt "already" it gave her ideas...deepening understanding...and got a lot of ideas to add to her bad of tricks such as she now feels she should do more rewards. Verbal rewards, praise and also she thought that having a rubric for each goal would be helpful.
Dean looks at action steps and says "these are actually on our syllabus"! Our learning course outcomes are the equivalent of learning goals and assignments.
Establish Goals - what will I do to establish and communicate learning goals says Dean. He likes this from the summary part of our text.
We photocopy all our notes, give each other copies to read at home.
We also need to distinguish between learning goals and learning activities, says Cindy. We discuss our take on what that means. "Its all in here, let me just find it", says Cindy. Chapter One is Cindy's assignment.
ABLE TO DO - IS AN ACTIVITY
LEARNING GOAL IS WHAT STUDENTS WILL KNOW.
We decided to discuss our protocol. It is :
Divide the book into three sections:
Cindy : Section One
Dean: Section Section Two
Barbara: Section Three
Cindy is now briefing us on her findings on that first section of the book.
stay tuned...
We are talking about goal setting. Knowledge gain goes up with better feedback. An external reward is a token or payment. Verbal rewards can lead to trends and free choice behavior.
Dean offers "a gold star on the top of a paper!"
Two types of knowledge:
Procedural knowledge - strategies skills and processes
Declarative is informational in nature.
The more points on a rubric scale = the more accurate and precise it is.
OK! Action step 3 Let students identify their own learning goals:
We talk about alternative ingredients, for instance. Our vegetarians feel it particularly applies to them.
Step 5 is good because students chart their own learning goals.
Step 6 recoginze and celebrate growth.
Cindy - Our First Meeting September 22 2009
This is my first blog. It will be interesting to utilize it as part of our project. I look forward to learning something new. I think it will be a great way to keep in touch without having to be together as a group. Barbara has been wanting me to do this for so long. My time has arrived with Barbara as my blogging mentor. I read and will report on the first three chapters of the book. Cindy signing off.
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