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Welcome Mentor Certification Training Session G

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Jane's decision process. I would like to improve student retention of vocab. ... by stating that I used these questions to guide my decision about what to do ... – PowerPoint PPT presentation

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Title: Welcome Mentor Certification Training Session G


1
Welcome Mentor Certification Training Session G
  • Sign in wear your nametag.
  • Greet each other
  • Grab a bagel some coffee
  • Sit anywhere you want

Get Ready To WORK!
2
Know D P
  • How to profile two students
  • Deepen understanding of action
    research
  • Know how to navigate the DOE website

3
K Do P
  • Reflect on your lesson
  • Examine the portfolio handbook
  • Examine Miss I Walk the Lines portfolio
  • Connect action research and student profiling
  • Gather info about action research
  • Visit the DOE website

4
K D Procedure
  • Small/Large group discussions
  • Self-reflection presentation
  • Table Share
  • Traveling Trios
  • Marker Boards
  • Jigsaw

5
Grouping activity
  • Line up according to your address
  • Lowest numbers on left
  • Get into groups of three

6
Sharing Reflections
  • Table Share
  • Share your lesson plans
  • Share your reflection to the lesson that you
    taught
  • Limit to 10 minutes per person

7
Instructional Design Rubric
  • Rank yourself on the rubric

8
Add to your Accordion Folder
  • Lesson Plan
  • Lesson Reflection
  • Instructional Design Rubric

9
Profiling a learner aka Highlighting two students
10
Miss I Walk the Line
  • Read page 4 and 5 (Three students)
  • Read page 40 (The Students)
  • Read page 87 (The commentary on evaluation)
  • Skim pps. 41-86 for examples of student work

11
Handbook Directions for Profiling Two Students
  • Find in your handbook the directions for
    highlighting 2 students
  • Compare/Contrast with the others at your table
  • Did Miss I Walk the Line meet the requirements of
    your handbook?

12
Break
  • Take a 10 minute break!
  • Be prompt!

13
What do these acronyms mean?
  • LRE
  • LEP
  • ENL
  • ESL
  • GT
  • MOMH
  • MIMH
  • EH
  • ADD
  • ADHD
  • NCLB
  • NKND

14
Brainstorming Activity
  • Think of the two students who would be good to
    profile
  • Choose students of different needs or ability
    levels
  • Portfolio goal - to demonstrate adaptations/
    modifications that you make for your students

15
Descriptive Review
  • Physical Presence and Gestures
  • Disposition
  • Relationship with peers and adults

16
Brainstorming Activity
  • Think of the two students you will be profiling.
  • Draw a line dividing your paper in half.
  • On the right half record adaptations you will
    make for the students you have chosen

17
Traveling Trios
  • Get into groups of 3
  • Number off 123
  • Share and discuss the adaptations you have
    listed.
  • Write down new ideas that you might use on the
    left side of your marker board.

18
Revisit your student profile
  • Now briefly make note of the adaptations you
    would make for those individual students

19
Homework for January 18, 2006
  • Highlight two students using the format from your
    handbook.
  • Teach a lesson where you made adaptations for
    these 2 students
  • Reflect on the lesson and how the adaptations
    affected the learning of the highlighted students
    addressing the prompts in your handbook.

20
Surfing the D.O.E. Website
  • Pick up a computer from the mobile cart

21
Booting Up Your Computer
  • Type in Generic
  • There is no password -
  • leave it blank
  • Get on the internet through Internet Explorer
  • www.doe.state.in.us/dps
  • Distribute cards

22
Navigating the DOE Website
  • Using your blue card explore the different sites
    listed

23
Lunch
  • Bon appétit

24
Only 17 More Shopping Days til Christmas
  • Lets help Jane create a shopping list

25
Jigsaw
  • Read the article
  • Join a new group
  • Each color must be represented
  • Share the main ideas of your article with the
    entire group

26
Action Research Reflection
How do I decide on a topic for action research?
  • Please complete at least five of the
    starter questions!

27
Janes decision process
  • I would like to improve student retention of
    vocab.
  • I am really curious about TPRS claims
  • I want to learn more about repetition
  • An Idea I would like to try in my class is
    counting repetitions
  • I think would really make a difference is 50
    repetitions

28
Hand out the question starters for action research
29
Four Corner Discussion
  • Share your sentence starters with your peers
  • Listen for new ideas that may be appropriate for
    your class

30
Break
  • Take a 10 minute break!
  • Be prompt!

31
Action Research Project Model
  • Share
  • Reflect

32
Jane
  • Transition to the questionnaire by stating that I
    used these questions to guide my decision about
    what to do
  • Make connections with my student profile and my
    action research

33
Brainstorming Activity
Action Research Ideas
  • SIMPLICITY
  • ALIGN with Starting Points

34
What about you?
  • What kernels of thought are cooking in your
    head?
  • What ideas for research projects are popping
    up?

35
Four Corner Discussion
  • Share your research ideas with your peers
  • Listen for new ideas that may be appropriate for
    your class

36
  • Name
  • Action Research Project
  • How will you evaluate the project?

37
Five Ws and an H
  • Why are you collecting the data?
  • What exactly are you collecting?
  • Where are you going to collect it?
  • When are you going to collect it?
  • Who is going to collect the data?
  • How will the data be collected and displayed?

38
  • If you know what you want today hand in the form.
  • If you want to think about it more, bring it to
    the October 14th meeting.

39
Homework for January 18, 2006
  • Action Research Proposal
  • Action Research Project is not due until February
    22nd

40
Journal
  • How do you think action research will impact the
    beginning teacher?

41
Program Evaluation
  • Respond
  • Remember your homework!
  • See you January 18th
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