Welcome To: GLEEM Grade Level Expectations Educational Model - PowerPoint PPT Presentation

Loading...

PPT – Welcome To: GLEEM Grade Level Expectations Educational Model PowerPoint presentation | free to view - id: 1798c-YTM5M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Welcome To: GLEEM Grade Level Expectations Educational Model

Description:

Carefully orient students to lessons. Post or review learning objectives for each lesson ... Instructions for Beach Ball Attributes LCET ... – PowerPoint PPT presentation

Number of Views:111
Avg rating:3.0/5.0
Slides: 103
Provided by: lbro
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Welcome To: GLEEM Grade Level Expectations Educational Model


1
Welcome To GLEEMGrade Level Expectations
Educational Model
  • Presented by
  • Livingston Parish
  • Public Schools

2
Louisiana Components of Effective Teaching
  • GLEEM Module 2 Effective Classroom Practices

3
Pre Module Survey
  • You were given 5 stickers and there are 5
    posters.
  • Using the stickers you were given place one
    sticker on each poster
  • Rate yourself on the scale of 0-5 with 5 being
    the highest

4
Quick Review of Role of School Representatives
  • Expectations
  • Participation in training on Modules 1-3 in
    Summer 2005
  • Redelivery of Module 1 on one of the first two
    inservice days in August
  • Tentative Future Schedule
  • Redelivery of Module 2 3 during the school year
    (may be delivered online)
  • Summer of 2006 training on Modules 4 5
  • Redelivery of Modules 4-5 during the school year

5
Remember To
  • Focus on the information and how it is being
    presented
  • Focus on asking questions to help you redeliver
    the information

6
ASK questions!
  • That is the only way for you to acquire the
  • Abilities,
  • Skills, and
  • Knowledge
  • needed to redeliver successfully!

7
Course Essentials
8
GROUND RULES
  • Honor Time
  • Respect opinions and ideas of colleagues
  • Limit side bar conversations
  • Be an active listener
  • Be fully present
  • Place cell phones/pagers on silent
  • Freedom to take breaks as needed

9
House Keeping
  • You must stay at your session all day to get full
    credit and to receive your certificate of
    completion.
  • Lunch will be on your own.
  • You must return at the scheduled time

10
GLEEM Modules
Module 1 GLEs An Introduction Module 2
Effective Classroom Practices Module 3
Enhancing a Standards-Based Lesson
Plan Module 4 Effective Assessment
Practices Module 5 Making the GLE Connection
11
Questions and Answers
12
Lets Mingle
13
What is your learning Style
  • Page 13 - Highlight the cells of the table that
    describe your learning style.
  • Read pages 14-15 to find out more

14
What is your teaching style?
  • Go to the sign in the room that represents your
    learning style
  • Read the GLE
  • Discuss how you would teach that GLE to your
    learning style
  • Have a group reporter record your ideas.

15
Grade 2 Social Studies
  • GLE 26
  • Describe actions individuals or groups may take
    to improve their community.
  • (C-1D-E4)

16
(No Transcript)
17
Question?
  • What do you think about when you
  • Hear
  • Read
  • Observe
  • Effective Classroom Practices?

18
Learning Objective
  • To identify the 3 domains of LCET
  • Planning
  • Management
  • Instruction
  • To identify how the 3 domains of LCET result in
    Effective Classroom Practices

19
Plan
  • Review the Louisiana Components of Effective
    Teaching
  • Discuss the 3 Domains
  • Memory Match
  • LCETAttributesECP
  • Report Out

20
What is Effective Teaching?
  • Not generic practices
  • Not same set of practices for every lesson
  • Rather it is
  • A set of context driven decisions
  • Reflecting about teaching
  • Observing students learning
  • Adjusting practices accordingly

21
Effective Classroom Practices
  • Most educators and researchers agree that in
    order for schools to improve student outcomes,
    teachers must
  • Provide instruction that is engaging
  • Plan instruction that is grade/level appropriate
    for all students.

22
Louisiana Components of Effective Teaching
  • The Louisiana Components of Effective Teaching
    are
  • a three-tiered structure of skills
  • knowledge essential to effective instruction
    i.e., instruction that results in high student
    achievement.

23
Louisiana Components of Effective Teaching
  • There are 5 Domains
  • Planning
  • Management
  • Instruction
  • Professional development
  • School improvement

24
The Vehicle for Effective Classroom Practices -
LCET
LA Comp. Curriculum
V. School Improvement
IV. Professional Development
25
Louisiana Components of Effective Teaching
  • Content Standards
  • Benchmarks
  • GLEs
  • Domain
  • Components
  • Attributes

26
Effective Classroom Practices
  • Measuring and evaluating effective classrooms can
    be challenging because of the
  • Variety of techniques and activities
  • Disparities in the implementation of practices
  • Different program and implementation goals based
    on context (e.g., location, grade configuration,
    percentage of free/reduced lunch students)
  • Situation where no two schools are alike in their
    priorities or implementation choices.

27
Effective Classroom Characteristics and Practices
  • Successful Classroom Practices include
  • Careful preplanning
  • Effective classroom management and instruction
  • Positive teacher-student interactions
  • Regular assessment

28
Planning (Domain I.)
  • The teacher plans effectively for instruction
  • Planning is
  • Important for teaching and learning
  • Primarily a mental activity
  • Should make sure all goals of instruction are
    covered

29
Develop Planning and Learning Goals
  • Use the preplanned curriculum to guide
    instruction
  • Louisiana Content Standards
  • Louisiana Benchmarks
  • Louisiana GLEs
  • Provide instruction that integrates traditional
    school subjects
  • Thematic Units
  • Project-based learning
  • Performance and authentic assessment

30
Management (Domain II.)
  • Component A. The teacher maintains an environment
    conducive to learning.
  • Component B. The teacher maximizes amount of time
    available for instruction.
  • Component C. The teacher manages learner behavior
    to provide productive learning opportunities.
  • Management is
  • The organization of the learning environment
  • The maintenance of student behavior.
  • A focus placed on teacher behavior

31
Classroom Management and Organization
  • Form instructional groups that meet students'
    academic and affective needs
  • Utilize whole group learning when introducing new
    skills.
  • Provide opportunities for cooperative learning
    groups.
  • Utilize peer tutoring when needed.
  • Make efficient use of learning time
  • Allocate appropriate time allotments for
    activities.
  • Keep non-instructional time to a minimum.
  • Provide immediate feedback and correctives.

32
Classroom Management and Organization
  • Establish smooth and efficient classroom routines
  • Plan rules and procedures and present during
    first days of school.
  • Circulate around the room to keep students on
    task.
  • Make smooth, rapid transitions between
    activities.
  • Teachers set clear standards for classroom
    behavior and apply them fairly and consistently
  • Teach and reinforce positive behavior.
  • Establish rules that are clear and specific.
  • Provide written behavior standards.

33
Instruction (Domain III.)
  • The teacher is
  • The Expert
  • Best-suited to determine effective instruction
    for his/her classroom
  • Component A. The teacher delivers instruction
    effectively
  • Component B. The teacher presents appropriate
    content
  • Component C. The teacher provides opportunities
    for student involvement in the learning process
  • Component D. The teacher demonstrates ability to
    assess and facilitate student academic growth.

34
How to Develop Effective Practices Instruction
  • Carefully orient students to lessons
  • Post or review learning objectives for each
    lesson
  • Communicate enthusiasm for learning
  • Relate lessons to real-life situations
  • Provide clear and focused instruction
  • Give clear written and verbal directions
  • Take note of learning style differences among
    students
  • Use validated strategies to develop students'
    higher-level thinking skills

35
How to Develop Effective Practices Instruction
  • Routinely provide students feedback and
    reinforcement regarding their learning progress
  • Give students immediate feedback on all
    assignments.
  • Make use of peer evaluation techniques.
  • Give praise and other verbal reinforcements for
    correct answers and progress
  • Review and re-teach as necessary to help all
    students master learning material
  • Address learning style differences during review
    and re-teaching.
  • Use different materials and examples for
    re-teaching.
  • Re-teach priority lesson content until students
    show they've learned it.

36
How to Develop Effective Practices Instruction
  • Use validated strategies to help build students'
    critical and creative thinking skills
  • Provide instruction in study skills
  • Ask higher-order questions
  • Teach strategies for problem solving, decision
    making, and hypothesizing
  • Use effective questioning techniques to build
    basic and higher-level skills
  • Structure questions on key elements in the lesson
  • Ask a combination of lower-cognitive (fact and
    recall) and higher-cognitive (open-ended and
    interpretive) questions
  • Allow generous amounts of "wait-time" when
    questioning

37
Domain IV Professional Development
  • Component A. The experienced teacher plans for
    professional self-development.
  • Component B. The new teacher plans for
    professional self-development.

38
Domain V. School Improvement
  • Component A. The teacher takes an active role in
    building-level decision making.
  • Component B. The teacher creates partnerships
    with parents/caregivers and colleagues.

39
Strategies for Effective Teaching
  • Designed to assist teachers in
  • Their understanding of the Louisiana Components
    of Effective Teaching
  • Is intended to improve specific teaching skills
  • Each attribute is accompanied by suggested
    strategies, evidence of completion, and resources
  • The Strategies are specific suggestions for
    gaining knowledge about teaching skills and
    practicing them
  • The suggested Evidence of Completion consists of
    observable means by which teachers and principals
    can document professional development activities
  • The Resources section of Strategies for Effective
    Teaching lists those materials and persons
    essential for the successful completion of the
    activity

40
Instructions for Beach Ball Attributes LCET
  • 1. Beginning with slide 2, toss ball from person
    to person. Each person identifies which domain
    the listed attribute comes from.
  • 2. Answers Colored coded star at end of
    attribute
  • Blue-Instruction
  • Green-Planning
  • Purple-Management

41
Produces evidence of student academic growth
under his or her instruction
42
Accommodates individual differences
43
States method(s) of evaluation to measure learner
outcomes
44
Uses techniques which develop lesson objectives
45
Establishes expectations for learner behavior
46
Develops an IEP and/or ISFP as needed for the
lesson
47
Sequences lessons to promote learning
48
Provides timely feedback to students
49
Presents accurate subject matter
50
Organizes available space, materials, and/or
equipment to facilitate learning
51
Encourages student participation
52
Promotes positive learning climate
53
Presents content at a developmentally appropriate
level
54
Specifies learner outcomes in clear, concise
objectives
55
Teacher integrates technology into instruction
56
Includes activities that develop objectives
57
Uses monitoring techniques to facilitate learning
58
Consistently monitors ongoing performance of
student
59
Adjusts lesson when appropriate
60
Manages and/or adjusts time for activities
planned
61
Uses appropriate and effective assessment
techniques
62
Manages routines and transitions in a timely
manner
63
Demonstrates ability to communicate effectively
with students
64
Identifies and plans for individual differences
65
Stimulates and encourages higher order thinking
at the appropriate development levels
66
Relates relevant examples, unexpected situations,
or current events to the content
67
Identifies materials, other than standard
classroom materials, as needed for the lesson
68
Uses available teaching materials to achieve
lesson objectives
69
Domain Sort and Discussion
  • Break into 5 groups
  • Assign each group a domain
  • Brainstorm teacher behaviors for each domain
  • Present to group

70
BREAK
71
Worksheets
  • Dont Grow Dendrites

Marcia L. Tate
72
Brainstorming Discussion
  • WHY?
  • Research Rational
  • Students learn 90 of what they say or discuss as
    they complete an activity. (Dale, 1969)
  • Better quality questions result in more challenge
    to the thought processes of the brain. (Berliner,
    1984)
  • Learning increases when students have the
    opportunity to talk about it in their own words
    to make it their own. (DOE, 1986)
  • Learner performance scores improved when learners
    were asked questions of greater depth. (Redfield
    Rousseau, 1981)

73
Drawing Artwork
  • WHY?
  • Research Rational
  • Thinking in art precedes improvements in thinking
    in other curricular areas.(Dewey, 1934)
  • Students who have spatial intelligence are
    picture smart with the ability to graphically
    represent visual or spatial ideas. (Armstrong,
    1994)
  • Drawing figures helped improve critical thinking
    and verbal skills in learning-disabled children.
    (Jing, Yuan, Liu, 1999)
  • Students enrolled in visual arts programs,
    including painting classes and sculpture,
    consistently report gains in self-discipline,
    work ethic, and teamwork. (Jensen, 2001)

74
Field Trips
  • Field trips have existed for thousands of years
    since some of the greatest teachers, Aristotle
    and Socrates, used them as instructional tools.
    (Krepel Duvall, 1981)
  • Students experience a greater benefit when the
    educational experience is closer to reality.
    (Millan, 1995)
  • The field trip must be linked to a curricular
    objective. (Millan, 1995
  • Results of numerous research studies
    overwhelmingly concluded that experience outside
    the classroom consistently provides significant
    gains in both cognitive and affective achievement
    for all students, for all grade levels, and
    particularly for students categorized as at-risk.
    (Rudman, 1994)
  • WHY?
  • Research Rational

75
Games
  • Even adults are activating the brain when they
    participate in Jeopardy! shows. (Jensen, 1995)
  • Games use the most basic level of active
    processing, creative rehearsal. (Canine Caine,
    1997)
  • Human play fulfills the bodys need to express
    emotions, to bond with others socially, and to
    explore new learning with challenge, feedback,
    and success. (Beyers, 1998)
  • The effectiveness of a game is enhanced when
    students actually help to design or construct it.
    (Wolfe, 2001)
  • Play is the brains link from the inner world to
    reality and the foundation of creativity.
    (Jensen, 2001)
  • WHY?
  • Research Rational

76
Graphic Organizers
         
  • Graphic organizers meet the needs of students
    with a variety of learning styles and ability
    levels since they contain both visual and verbal
    information. (Bromley, Irwin-De Vitis, Modlo,
    1995)
  • They provide connections among bits of
    information, make information easier to remember,
    and allow students to break information into
    meaningful chunks. (Parry Gregory, 1998)
  • Mind mapping engages all the brains functions
    and captures the total picture. (Buzan Buzan,
    1994)
  • They help students make content connections that
    show how the information is related. (Kagan, 1998)
  • WHY?
  • Research Rationale

77
Humor
  • Researchers at Stanford University have
    discovered that laughter causes biochemical
    changes in the body, such as an increase in white
    blood cell activity and chances in the chemical
    balance of the blood, resulting in an increase in
    the bodys production of neurotransmitters
    necessary for alertness and memory. (Jensen,
    1995)
  • A good laugh has the ability to lower brain and
    body stress resulting in a better learner.
    (Jensen, 1995)
  • When students laugh together, they bond together
    and create a community spirit conducive to
    learning. (Sousa, 2001)
  • Laughter and humor maintain students attention,
    reduce mental and physical tension, relieve
    stress, and make the school day shorter.
    (Burgess, 2000)
  • WHY?
  • Research Rationale

78
Manipulatives, Experiments, Labs, Models
  • Kinesthetic actions energize students by allowing
    increased oxygen and glucose to get to the brain.
    (Gregory Chapman, 2002)
  • Kinesthetic learners are at their best when
    engaged in physical movement or when completing
    meaningful real-life learning activities.
    (Gregory Chapman, (2002)
  • There should be materials in the classroom that
    provide opportunities for students to manipulate,
    build, or encounter other hands-on-experiences.
    (Armstrong, 1994)
  • WHY?
  • Research Rationale

79
Metaphors, Analogies, SimilesIf the brain were
a piece of jewelry, it would be a chain because
it has many links.
  • Students should make new learning fit into their
    personal world by capitalizing on the brains
    ability to connect the new to the known. (Caine
    Caine, 1994)
  • Making associations forms new connections between
    neurons and encodes new insights similar to a
    tree growing new branches. (Sousa, 1995)
  • Metaphors link abstract, difficult to understand
    concepts with personal experiences and promote a
    sense of creativity. (Whitin Whitin, 1997)
  • Comparing, contrasting, classifying, an using
    metaphors are all instructional strategies that
    increase student achievement. (Marzano,
    Pickering, Pollack, 2001)
  • WHY?
  • Research Rationale

80
Mnemonic Devices
  • WHY?
  • Research Rational
  • GBDFA
  • Good Boys Do Fine Always
  • Factual information can be more easily applied
    when mnemonic devices are used to acquire the
    information. (Levin Levin, 1990)
  • Mnemonic tools work because they provide the
    brain with powerful cues for recalling chunks of
    information. (Markowitz Jensen, 1999)
  • Mnemonics create links or associations between
    new information the brain is receiving and
    information already stored in long-term memory.
    (Wolfe, 2001)
  • According to research, people who use mnemonic
    devices learn two to three times more than those
    who learn normally. (Markowitz Jensen, 1999)

81
Movement
  • Standing appears to provide a 5-15 greater flow
    of blood and oxygen to the brain, thereby
    creating more arousal of attention (Jensen, 1995)
  • Having students stand up, walk, jump, and clap as
    they review, understand, or master material will
    strengthen their procedural memories. (Sprenger,
    1999)
  • Movement involves more of a students brain than
    does seatwork since movement accesses multiple
    memory systems. (Jensen, 2001)
  • Neuronal connections made through movement of the
    body help children develop the neuronal systems
    they will need when ready to read. (Hannaford,
    1995)
  • WHY?
  • Research Rationale

82
Music, Rhythm, Rhyme, and Rap
  • Music is a powerful carrier of signals that
    activate emotions and long-term memory. (Webb
    Webb, 1990)
  • Music activates and synchronizes neural networks
    which increases the brains ability to reason
    spatially, think creatively, and perform in
    generalized mathematics. (Jensen, 2001)
  • Brain scans taken during musical performances
    show that virtually the entire cerebral cortex is
    active while musicians are playing. (Weinberger,
    1998)
  • Music appears very valuable as an aid to memory
  • WHY?
  • Research Rationale

83
Adding DecimalsTune Are You Sleeping
  • Adding decimals, adding decimals,
  • Line them up, Line them up.
  • Line up all the decimals. Every number has one.
  • Line them up. Line them up.

84
Adding Decimals
  • When youre adding or subtracting,
  • Line them up. Line them up.
  • Line up all the decimals. Every number has one.
  • Line them up. Line them up.

85
Adding Decimals
  • Now subtract them, Now subtract them.
  • Line them up, Line them up.
  • Line up all the decimals.Every number has one.
  • Line them up. Line them up.

86
Project-Based Instruction
  • Projects enable students to plan their time,
    develop research skills, and become responsible,
    independent, and self-directed, as well as to
    think abstractly. (Gregory Chapman, 2002)
  • Brain research is confirming what many teacher
    already know When learning is linked to
    real-life experiences, students retain and apply
    information in meaningful ways. (Westwater
    Wolfe, 2000)
  • Student involvement in a project appears to be a
    much way to learn if the project relates directly
    to a clearly defined objective or
    standard.(Wolfe, 2001)
  • Projects integrate curriculum across disciplines
    so that students see connections and
    interrelationships. (Uchida, Cetron, McKenzie,
    1996)

  • WHY ?
  • Research Rationale

87
Reciprocal Teaching Cooperative Learning
  • In a study of 40 middle school students,
    performance on weekly quizzes was significantly
    improved following reciprocal peer tutoring.
    (Malone McLaughlin, 1977)
  • Math test scores of academically at-risk urban
    students were significantly higher following
    reciprocal peer tutoring. (Ginsburg-Block
    Fontuzzo, 1977)
  • Students who work in cooperative groups learn to
    respect and value each others different
    strengths, styles, and needs. (Bromleu et al.,
    1995)
  • A student struggling to make sense of an idea may
    understand it better when it is explained by a
    peer (who only recently figured it out him or
    herself) rather than by an adult. (Kohn, 1999)
  • WHY ?
  • Research Rationale

88
Role Plays, Drama, Pantomimes, Charades
  • Role play affords students the opportunity to
    reach social, artistic, emotional, and academic
    goals. (Bandura, 1986)
  • The use of role play makes learning more
    enjoyable, gives learners more choice and
    creativity, and results in little pressure from
    evaluation. (Jensen, 1995)
  • Role play provides students with the opportunity
    to organize information, create or re-create
    meaningful situations, and use their verbal and
    interpersonal skills. (Gregory Chapman, 2000)
  • Simulations increase meaning, are highly
    motivation, and facilitate transfer of knowledge.
    (Wolfe, 2001)
  • WHY ?
  • Research Rationale

89
Storytelling
  • Storytelling, following intense learning, allows
    the brain to relax and more easily retain the
    newly acquired material. (Jensen, 2000)
  • Students who used narrative chaining, linking
    items to be remembered into a story framework,
    could recall more than 90 of a list of 120
    unrelated words compared to a control group who
    remembered only 13. (McGee Wilson, 1984)
  • Good storytelling engages young children intently
    in the learning process and stimulates their
    interest in reading. (Goetz Sadowski, 1996)
  • Stories provide a script for us to tie
    information to in our memory. (Markowitz
    Jensen, 1999)
  • WHY ?
  • Research Rationale

90
Technology
  • Computers and all forms of technology must be
    fully integrated into the curriculum-NOW! (Uchida
    et al., 1996)
  • Computer technology and databases are crucial for
    actively engaging students in conducting
    research, accessing information and using
    resource to problem-solve or answer questions,
    (Darling-Hammond, 1994)
  • In this age of teacher accountability,
    technology-rich schools are at a definite
    advantage, (Lieberman Miller, 2000)
  • Technology enriches the curriculum by providing
    additional sources of knowledge and supplementing
    the textbook with various forms of multimedia.
    (Dede, 1998)
  • WHY ?
  • Research Rationale

91
Visualization Guided Imagery
  • Everything is created twice-once in a persons
    mind and once in reality. Visualizing something
    organizes ones ability to accomplish it. (Covey,
    1996)
  • Students can be taught to locate images in their
    minds or be shown how to select appropriate
    images that facilitate learning and retention.
    (Sousa, 1995)
  • Visualizing is a comprehension strategy that
    allows readers to make the words real, like
    playing a movie of the text inside your head.
    (Keene Zimmerman, 1997)
  • In a series of studies, training young readers in
    visualization while reading enhanced
    comprehension and memory for text. (Gambrell
    Bales, 19860)
  • WHY ?
  • Research Rationale

92
Visuals
  • Studies appear to indicate that the brains
    capacity for long-term memory of pictures is
    almost limitless. (Bahrick, Bahrick,
    Wittlinger, 1976)
  • Since 90 of the brains sensory input comes from
    visual sources, it stands to reason that the most
    powerful influence on learners behaviors is
    concrete, visual images. (Jensen, 1994)
  • Linking verbal and visual images increases
    students ability to store and retrieve
    information. (Ogle, 2000)
  • When students attention shifts from the teacher,
    having relevant visuals on the wall will ensure
    that students are still looking at material
    related to the lesson. (Allen, 2002)
  • WHY ?
  • Research Rationale

93
Work Study Apprenticeships
  • Schools must link with businesses that can share
    resources, expectations, and vision. (Uchida et
    al., 1996)
  • Businesses and others who hire graduates need to
    pay more attention to what students have studied
    and how they accomplish knowledge in the work
    setting, (Uchida et al., 1996)
  • The goal of school-to-career initiatives should
    be to make the educational experience relevant
    and allow students to transition successfully to
    the world of work or higher education. (Thiers,
    1995)
  • Adolescents schoolwork must carry them into the
    dynamic life of their environments, (Brooks,
    2002, p72)
  • WHY ?
  • Research Rationale

94
Writing Journals
  • Students must be involved in the total process of
    reading and writing and should read literature
    and write for various real-life purpose. (Au,
    1994)
  • Students future success in an information
    society depends on their abilities to become an
    attentive listener, an articulate speaker, a
    clear writer, and a critical reader. (Fogarty,
    1997)
  • Writing journals, newspaper articles, editorials,
    essays, posters, or short stories are examples of
    ways to access emotional memories (Sprenger,
    1999)
  • Teaching students to use writing to organize
    their ideas about what they are reading is a
    proven procedure that enhances comprehension for
    text, (Report of the National Reading Panel, 2000)
  • WHY ?
  • Research Rationale

95
Reflection
  • What strategies can I integrate into my lesson
    plans so that my students brains are engaged?
  • 15 minutes

96
Share
  • We will have one representative from each school
    discuss their instructional strategies with the
    group.

97
Lunch
98
Centerpiece Activity
  • Brainstorm Strategies covered in the Marsha Tate
    slide show.
  • There were 20 covered.
  • How many can your group remember?
  • Write what you can remember on the sheet.
  • No talking

99
Match a Strategy to a GLE
  • Choose a GLE from each of the four content areas
  • On a 3x5 card, Describe how you would use a
    strategy to teach each of the GLE s
  • Place it near the content area on the Strategy
    Table
  • Take a gallery walk and look at the strategies
    suggested for the GLEs.

100
Reflective Reading
  • Foundations for Refining Instructional Practices
  • 4 Groups, one for each foundation
  • Review assigned Foundation
  • Create a visual to accompany your group report

101
Multiple Intelligences and Classroom Practice
  • Surveys and Discussion
  • Howard Gardner Web Site

102
Wrap up Activity
  • Complete the strategies Graphic organizer

103
End of Day
  • Make sure you initialed the sign-in sheet after
    lunch
  • Evaluations
  • Certificates
  • Supplemental Pay Forms
  • Clean your area
  • Push you chair under
About PowerShow.com