Motivation and Management: Making M

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Motivation and Management Making M M s a Daily
Part of Your Diet for Teaching Success
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Big Pictures help us stay focused

• Norms and Assumptions
• Perspective and the Pie
• Instructional Strategies and Engagement
• Brain-friendly Teaching
• Thinking, Charting, and Community Building
• Higher Level Thinking and Creating Culture

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Setting NormsPeople tend to commit to those
goals which they decide for themselves

• When writing norms in your class be sure to use
• Positive wording
• Collaborative decision making
• Public charting/public sharing

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Involve the Students/Participants

• Clarify your/their purpose of learning together
• Set goals as participants in a community
• Limit norms to 3-5
• Develop consequences together
• Develop a Looks like/Sounds Like
• Commit to Norms sign them together!
• Post them in the room.

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Meet the two-Column Note Taker

• Note-taking is essential to comprehension and
  learning
• Notes can be images and phrases
• Records information and reflection
• Can be used over time
• Summarizes at the end
• Well use ours today for our wrap activity!

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Assumption Wall what we suppose, take for
granted, think everyone knows about motivation
and management

• Half of room will write assumptions about
  motivation. Half will write assumptions about
  management.
• Silent write in your Think Book first.
• Use a sentence strip to write the assumption
  that most influences your behavior related to
  your topic.
• In your group use the 5-3-1 strategy to pare down
  to the 1 statement that sums it all up, that
  says it all about your topic when it comes to
  teaching.

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Motivation from whose perspective?Word Splash

• Each table takes a different hat
• Parent
• Principal
• Student
• Teacher
• Go to the chart and add phrase or word from your
  hats perspective.

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Motivation Pie Engagement, Conversation,
Higher Levels of Thinking

• Equal slices of conversation, engagement, and
  higher level thinking in all lesson plans.
• Active engagements that stimulate and interest
  students Engagement is a culture.
• Higher levels of thinking apply knowledge
• to probable situations.

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Engagement is inherent in good lesson design. All
members are valued. Students are co-creators of
the learning and room.

• Partner Read/Talk Silver and Strong quotes pg 16
• Expert Wall directions on pg 20
• Use the 5x8 note card to write a 3 in topic in
  which you are an expert interested and
  knowledgeable.
• Put your name and email address on the front
  corner.
• Stick your card to the Expert Wall.
• Celebrate!

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Brain Friendly Activities

• Think, Write , Walk and Talk Activity
• pg 22-23
• Page 22 and Skim the bullets with a shoulder
  partner. Choose one to unpack.
• Write one on a sentence strip and be ready to
  explain it to another partner set.
• Walk and talk get up and find a partner set
  across the room to explain your phrase.
• Post around the brain on the wall.

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Sketch to StretchActivity (directions on page
25)

• Skim pages 23, 52, 53, 54, 57
• Choose one activity to share using Sketch to
  stretch
• Read silently.
• Sketch a picture, symbols etc (labels only) in
  the Think Notebook.
• Prepare to share Get words in your mouth to
  explain the idea in detail using your sketch.
• Share your sketch and idea with two other
  partners.
• Return to your seat. Write a paragraph about the
  idea and how you could use it in your classroom.

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Cooperative Grouping

• Choose from dozens of easy to learn
• formats.
• Provides safe roles for students, especially
• ESL.
• Emphasizes a variety of intelligences.
• Invites new alliances/partnerships.
• Encourages social skill development.
• Must be modeled, taught, and refined.

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Marzano on Cooperative Grouping

• Effect size of .78( large) when compared with
  strategies where students compete with each other
  or when they work individually on tasks without
  competing
• Varied ability levels in each group
• Small size
• Applied consistently and systematically, but not
  overused ( at least 1/week)

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Characteristics of Effective Cooperative Grouping

• Positive interdependence
• Group processing
• Appropriate use of social skills
• Face to face promotive interaction
• Individual and group accountability

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If teaching were telling, wed all be so smart
we could hardly stand it.Mark Twain

• Directed academic conversation means
• When students talk about their content and
  process, they acquire the vocabulary for their
  own.
• Students and the teacher uncover confusion and
  clarify knowledge.
• Reflection becomes part of the academic
  conversation.

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A Slice of Conversation

• Skim and Scan pg 33 Conversation Dynamics
  Shoulder Partner talk
• Skim and Scan pg 34, pg 35
• Class meetings teach democracy in action
• pg 36
• Build Inclusion pg 37

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Higher Level Thinking

• Blooms Taxonomy pg 50
• Majority of most teaching stays at
  Recall/Comprehension level.
• 2/3 of CRT questions are at the
  inference/application level.

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In every lesson planning sequence

• Recognize, Recall, Judge, Apply
• Similarities/differences
• Metaphors, analogies
• Graphic organizers
• Note-taking/ summarizing
• Think Marzano
• Classroom Instruction That Works

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Cooperative learning Strategies Value Line

• How much do you use cooperative strategies?
• Line up for one end to the other I use
  cooperative groups a lot to I have tried it a
  little to I dont use it/I dont know about it.
• Fold the line from the ends to the middle and
  talk about what you use or have experienced. How
  does contribute to a culture of engagement?

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Proximal partners are at the working edge of the
learning..

• Use similar vocabularies
• Share approximate understanding of content
• Challenge each other
• Similar learning curve and pace
• From Vygotskys ideas about Zone of Proximal
  Development

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Effort Reinforcement Marzano says plan to be
systematic and even.

• Effort needs to be taught/ learned
• Recognition verbal praise positively alters
  behaviors
• Make a positive contact with every student every
  day
• Develop Personal Best concept for all students
• Set tasks and goals Pause, prompt, praise
  growth/learning
• Praise task/thinking/specific improvements
• Stickers, treats, prizes can promote learning and
  motivation when used specifically and
  effectively.

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Motivation

• Equality Respect
• Dignity
• Just Right work/materials that challenge and
  satisfy
• Real problem solving
• Voice and choice
• Varied and positive learning engagements
• Meaningful learning products

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Management

• Planning year overview, semester, quarter, week,
  daily
• Curriculum mapping with vertical and horizontal
  teams
• Appropriate sufficient materials
• Good Teachers do list pg 43
• Commitments pg 28

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Management through Organization

• Room Arrangements pg 46, pg 47
• Supplies access and use pg 48
• Draw a class map Where is the focus for student
  learning?
• Good Planning/Good Behavior pg 45
• Students metacognitive awareness about routines,
  rules, procedures, values
• Partner Talk How are you getting there?

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Successful Learning/Successful Teacher Student

• Read pg 26.
• Write about a time you were successful as a
  learner.
• Share with a partner.
• Chart the characteristics of the successful
• learning experience you knew.
• Skim page 28 for Commitments to create with
• your class.
• Tab pages 42 43 for Dewey Dos
• Good Teacher list.

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Tools for learning conversations

• Fist to five
• Temperature check
• Understanding check
• Agreement check
• Time needed to complete lesson segment

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Plan for the affective side of learning/teaching
pg 38/39

• Brain research is changing how we think of
  classroom dynamics.
• All of us learn best when the facilitator
  considers
• the affective aspects of learning.
• Emotions drive attention and memory.
• Collaboration honors all participants.
• Competition honors only one winner. How many
  students are there in your class?
• Student work Think about what/whose gets
  displayed.

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Plan Out Bully Factor

• Tribes formats for social organization
• Climate of trust
• Class Meetings pg 36
• Community builders pg 44, 45
• Challenging and interesting work
• Student Voice inventories pg 40-41
• Flexible grouping/seating
• Actively teach cooperation, acceptance, valuing
  in how we manage students and crisis every day.

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Effective School Culture

• Focused Read page 62 silently.
• Use the scale on page 63 to rate your school for
  each item.
• Culture of rigor, inquiry, and intimacy
• pg 65.
• Considers the learner pg 66.

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Taste the Community Pie.

• Savor the feeling of belonging.
• Bite into meaty conversations, social
  connections, intellectual challenges, and
  emotional stretches.
• Taste the excitement and pleasure of thinking and
  creating together.
• Relish the active engagement seasoned with a
  little problem solving.

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Partner Talk What now?

• Review your Two-Column note-taker silently.
• Choose two activities or ideas to implement next
  week. Tab/ highlight them.
• In twelve words write a summary of todays
  content.
• Turn to your swivel partner to discuss the one
  that you know you can try.

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You are a wonderful Teacher!

• Share your summary sentence.
• Thank your partner. Shake hands and say, I find
  you to be incredibly intelligent and creative.
• Fill out the evaluation form and turn in to the
  presenter.
• Thank you!