Peer Coaching Summit

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Peer Coaching Summit

• Monday, November 09, 2009

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Agenda

• Peer Coaching Overview
• Introduction Activity (Synetic)
• The Top Ten Trends in Technology (Topic last
  year)
• So what has happened in a year?
• Using Technology with Classroom Instruction That
  Works
• Lunch
• Coaching in Practice Whats Working
• Peer Coaching News
• Educational Technology GLEs
• Next Steps

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Peer Coaching
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Tantalizing Technology Tidbit

• Gigapan
• About 300
• Examples

An update from last year
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(No Transcript)
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Introduction Activity

• Please stand up (take your handout but leave your
  stuff youll be back soon)
• Find two other people whose birthday is in the
  same month as yours.
• When you form a group of three then find chairs
  and be seated.

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(In your group discuss) How is technology
integration like/not like Disneyland?
Like and Not Like
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Thank you for your excellent work and
input!Please return to your seat and turn your
clicker on. Its the button at the
center-bottom.If your pad is number 1 to 24, it
has been reset to 301 - 304
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How do you feel today (November 9, 2009) about
the future of public education in America?

• Very Encouraged
• Encouraged
• Discouraged
• Very Discouraged

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The Top Ten Trends in Technology
Trends that will likely impact K-12 classrooms in
the next few years.
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Top Ten Technology Trends (What has happened
since last year?)

• One to One Computing/Wireless Access (2GoPC,
  etc)
• 21st Century Skills
• Project-Based/Individualized Learning
• Peer Coaching (More Title II D funds more
  online training)
• Web 2.0 Online Classroom Extensions (Activity
  Sites)
• Digital Content (Many new vendors and resources)
• Continuously Collecting Content (Significant
  growth)
• Online Learning/Testing (The WASL/WHATEVER
  Online!)
• Free and Open Source Software (classes held)
• Internet Safety (Bill passed requirement)

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Another Top Ten List..
From last night perhaps.
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Classroom Instruction That Works (Marzano)

• Nine research-based strategies

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The Nine Instructional Strategies
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1. Identifying Similarities and Differences

• The ability to break a concept into its similar
  and dissimilar characteristics allows students to
  understand (and often solve) complex problems by
  analyzing them in a more simple way.
• Teachers can either directly present similarities
  and differences, accompanied by deep discussion
  and inquiry, or simply ask students to identify
  similarities and differences on their own.
• While teacher-directed activities focus on
  identifying specific items, student-directed
  activities encourage variation and broaden
  understanding, research shows.
• Research also notes that graphic forms are a good
  way to represent similarities and differences.

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2. Summarizing and Note Taking

• These skills promote greater comprehension by
  asking students to analyze a subject to expose
  what's essential and then put it in their own
  words.
• According to research, this requires
  substituting, deleting, and keeping some things
  and having an awareness of the basic structure of
  the information presented.
• Research shows that taking more notes is better
  than fewer notes, though verbatim note taking is
  ineffective because it does not allow time to
  process the information.
• Teachers should encourage and give time for
  review and revision of notes notes can be the
  best study guides for tests.

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3. Reinforcing Effort and Providing Recognition

• Effort and recognition speak to the attitudes and
  beliefs of students, and teachers must show the
  connection between effort and achievement.
• Research shows that although not all students
  realize the importance of effort, they can learn
  to change their beliefs to emphasize effort.
• According to research, recognition is most
  effective if it is contingent on the achievement
  of a certain standard. Also, symbolic recognition
  works better than tangible rewards.

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4. Homework and Practice

• Homework provides students with the opportunity
  to extend their learning outside the classroom.
  However, research shows that the amount of
  homework assigned should vary by grade level and
  that parent involvement should be minimal.
• Teachers should explain the purpose of homework
  to both the student and the parent or guardian,
  and teachers should try to give feedback on all
  homework assigned.

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5. Nonlinguistic Representations

• According to research, knowledge is stored in two
  forms linguistic and visual. The more students
  use both forms in the classroom, the more
  opportunity they have to achieve.
• Recently, use of nonlinguistic representation has
  proven to not only stimulate but also increase
  brain activity.

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6. Cooperative Learning

• Research shows that organizing students into
  cooperative groups yields a positive effect on
  overall learning.
• When applying cooperative learning strategies,
  keep groups small and don't overuse this
  strategy-be systematic and consistent in your
  approach.

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7. Setting Objectives and Providing Feedback

• Setting objectives can provide students with a
  direction for their learning. Goals should not be
  too specific they should be easily adaptable to
  students' own objectives.

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8. Generating and Testing Hypotheses

• Research shows that a deductive approach (using a
  general rule to make a prediction) to this
  strategy works best.
• Whether a hypothesis is induced or deduced,
  students should clearly explain their hypotheses
  and conclusions.

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9. Cues, Questions, and Advance Organizers

• Cues, questions, and advance organizers help
  students use what they already know about a topic
  to enhance further learning.
• Research shows that these tools should be highly
  analytical, should focus on what is important,
  and are most effective when presented before a
  learning experience.

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A brief brain break - enjoy!!!
Bob Hirschfeld
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Tantalizing Technology Tidbits

• Micro Projectors
• What every teacher needs

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Back to Marzano!Now its your turn..

• Using
• Online Resources at
• http//etsc.esd105.wednet.edu/PeerCoaching gt
  Resources for Peer Coaching Summit 2009
• Or
• http//share.esd105.wednet.edu/PeerCoaching gt
  Resources for Peer Coaching Summit 2009
• Or
• Paper Handouts (If you dont have access to a
  laptop)

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Your Task

• At your table gt Split into two groups
• Work with your group to find/determine the
  instructional practice that uses technology with
  the Marzano strategy that you would want to use
  in your classroom/school/district.
• Write them in your handout (or laptop)
• We will collect your input today using clickers

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1. Identifying Similarities and Differences

• Applications
• Use Double-Bubble map, Venn diagrams or charts to
  compare and classify items.
• Engage students in comparing, classifying, and
  creating metaphors and analogies.

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I will use/support the strategies (at least one)
I identified in my classroom/school/district
during this school year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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I/We identified the following strategies (how
many) that use technology with Identifying
Similarities and Differences

• 1
• 2
• 3
• Four or more
• Zero

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2. Summarizing and Note Taking

• Applications
• Provide a set of rules for creating a summary
• When summarizing, ask students to question what
  is unclear, clarify those questions, and then
  predict what will happen next in the text.
• Use teacher-prepared notes.
• Use skeletal outlines
• Stick to a consistent format for notes, although
  students can refine the notes as necessary.

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3. Reinforcing Effort and Providing Recognition

• Applications
• Share stories about people who succeeded by not
  giving up.
• Have students keep a log of their weekly efforts
  and achievements, reflect on it periodically, and
  even mathematically analyze the data.
• Find ways to personalize recognition. Give awards
  for individual accomplishments.
• "Pause, Prompt, Praise." If a student is
  struggling, pause to discuss the problem, then
  prompt with specific suggestions to help her
  improve. If the student's performance improves as
  a result, offer praise.

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I/We identified the following strategies (how
many) that use technology with Summarizing and
Note Taking

• 1
• 2
• 3
• Four or more
• Zero

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I/We identified the following strategies (how
many) that use technology with Reinforcing
Effort and Providing Recognition

• 1
• 2
• 3
• Four or more
• Zero

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I will use/support the strategies (at least one)
I identified in my classroom/school/district
during this school year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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4. Homework and Practice

• Applications
• Establish a homework policy with advice-such as
  keeping a consistent schedule, setting, and time
  limit-that parents and students may not have
  considered.
• Tell students if homework is for practice or
  preparation for upcoming units.
• Maximize the effectiveness of feedback by varying
  the way it is delivered.
• Assign timed quizzes for homework and have
  students report on their speed and accuracy.
• Focus practice on difficult concepts and set
  aside time to accommodate practice periods.

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5. Nonlinguistic Representations

• Applications
• Incorporate words and images using symbols to
  represent relationships.
• Use physical models and physical movement to
  represent information.

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Hows this for a practice tool?

• LiveMocha.com

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I/We identified the following strategies (how
many) that use technology with Homework and
Practice

• 1
• 2
• 3
• Four or more
• Zero

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I/We identified the following strategies (how
many) that use technology with Nonlinguistic
Representations

• 1
• 2
• 3
• Four or more
• Zero

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I will use/support the strategies (at least one)
I identified in my classroom/school/district
during this school year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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Break

• (10 Minutes)

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Perhaps someday you can be like this teacher
Mr. Duey
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6. Cooperative Learning

• Applications
• When grouping students, consider a variety of
  criteria, such as common experiences or
  interests.
• Vary group sizes and objectives.
• Design group work around the core components of
  cooperative learning-positive interdependence,
  group processing, appropriate use of social
  skills, face-to-face interaction, and individual
  and group accountability.

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7. Setting Objectives and Providing Feedback

• Applications
• Set a core goal for a unit, and then encourage
  students to personalize that goal by identifying
  areas of interest to them. Questions like "I want
  to know more about . . ." get students thinking
  about their interests and actively involved in
  the goal-setting process.
• Use contracts to outline the specific goals that
  students must attain and the grade they will
  receive if they meet those goals.
• Keep feedback timely and specific.
• Encourage students to lead feedback sessions.

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I/We identified the following strategies (how
many) that use technology with Cooperative
Learning

• 1
• 2
• 3
• Four or more
• Zero

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I/We identified the following strategies (how
many) that use technology with Setting
Objectives and Providing Feedback

• 1
• 2
• 3
• Four or more
• Zero

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I will use/support the strategies (at least one)
I identified in my classroom/school/district
during this school year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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8. Generating and Testing Hypotheses

• Applications
• Ask students to predict what would happen if an
  aspect of a familiar system, such as the
  government or transportation, were changed.
• Ask students to build something using limited
  resources. This task generates questions and
  hypotheses about what may or may not work.

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9. Cues, Questions, and Advance Organizers

• Applications
• Pause briefly after asking a question. Doing so
  will increase the depth of your students'
  answers.
• Vary the style of advance organizer used Tell a
  story, skim a text, or create a graphic image.
  There are many ways to expose students to
  information before they "learn" it.

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I/We identified the following strategies (how
many) that use technology with Generating and
Testing Hypotheses

• 1
• 2
• 3
• Four or more
• Zero

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I/We identified the following strategies (how
many) that use technology with Cues, Questions,
and Advance Organizers

• 1
• 2
• 3
• Four or more
• Zero

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I will use/support the strategies (at least one)
I identified in my classroom/school/district
during this school year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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And finally.a Marzano song!
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What are you going to tell people that happened
here?
Map
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How do you feel today (November 9, 2009) about
the future of public education in America?

• Very Encouraged
• Encouraged
• Discouraged
• Very Discouraged

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Lunch

• Lunch should be available in the hall (buffet)
• Please power-down your clicker (Hold the power
  button down) and return it to the correct place
  in the correct bag. Thanks!

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Great Quotes
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Coaching in Practice Whats Working
Early Version of Coaching

• Step 1
• Think about your coaching work and take a minute
  to write
• 3 things you have done related to coaching since
  your last class
• 2 questions you still have about coaching.
• 1 insight you have related to your coaching work.
  

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Coaching in Practice Whats Working

• Step 2
• Stand up and make eye contact with someone in the
  room that you dont talk to every day.
• Walk over to your partner.
• Take turns sharing three things you have done
  related to coaching since we met last.
• You will have two minutes to share your ideas.

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Coaching in Practice Whats Working

• Step 3
• Move to a new partner.
• Share two questions you still have about
  coaching.
• You will have two minutes to share your ideas.

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Coaching in Practice Whats Working

• Step 4
• Move to a new partner.
• Share one insight you have relating to your
  coaching work.
• You will have two minutes to share your ideas.

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Story Time

• One story from each table

Ah Has
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Peer Coaching News

• No Bus Gus not enough for the fuss!
• We didnt have enough sign up for the bus to make
  it a go. Well try again next year.
• School Visits
• Equipment Give-away
• Peer Coaching Continued online/interactive
  training
• Peer Coaching Grant Application posted due
  March 31, 2009

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NCCE Meetings

• Birds of a Feather meeting for all Peer Coaches
  is in Room B 110-112 from 830-930 AM, Thursday.
  
• ESD 105 Coaches group will be meeting in B
  114-115. Thursday Feb 19 at 500 PM.
• Reception TBD

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Whats New at SHARE

• Web Resource Portfolio Delicious Feed
• Activity Site Lets go!
• Resource Sharing.coming next!

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Educational Technology GLEs

• Complete Document

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Thats all for now!Thanks for all of your
participation today!Have a great day!
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Peer Coaching Summit

• Monday, November 09, 2009