December+Meeting+Agenda+and+Handouts

Structuring and Delivering Your Lessons (Please use this sheet to guide your planning and teaching in January, as there is no meeting). We’ll pick this up in February and really spend some time working on the sections noted below. In the space provided, list all of the specific objectives or stuff you taught today: Now, in your humble opinion, how much of what you taught was caught, or understood, by your students? And how can you be sure? What might you be able to do differently? Today our focus from chapter three centers on these questions, as we look at how we might better structure and deliver our lessons. Key ideas: 1. Teacher delivers key information and modeling both process and content as directly and explicitly as possible. Think alouds are very important. This includes examples and applications—make everything you do transparent. 2. Gradually and strategically ask for help from students at key moments, until the all of the work is being done by students 3. Provide students with multiple opportunities for practice. This sounds deceptively simple, like, yeah, “I do this all the time when I teach” you might be thinking. But that again is the point; yes, we do these things—all teachers (should) do them, but how we do them matters:
 * I/We/You (71-74) **
 * The Hook (75) – a short, introductory moment that captures what’s interesting and engaging about the material and puts it out front. **Use the examples on 75 and 76 and develop some effective hooks for the content you will teach tomorrow.
 * Ratio (92) – The portion of the cognitive work students do in your classroom. Thinking Ratio and Participating Ratio. **See the strategies on 93-97, but let’s consider this caveat:

<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Increased doses of cognitive work should be given with constant and vigilant discipline in making that work focused and productive – so how do we teach this? More on this in a second. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Again, these three techniques set up the **I-We-You** structure for every lesson. But individually, and as a faculty, how can we go about leading the I and We portions better, and teaching the You? The question I always come back to is what exactly does this look like? <span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Consider our Positions and Pausing for the Positive <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I don’t know about you, but I think it’s high time we continue the conversation we had at our last faculty meeting, and then pay attention to many of the positive things that are going on. So take a few moments to reflect on the writing prompt below: <span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> Name and describe some of the positive things that are going on around you. And please try to be as specific as possible. When finished, please share a few of those with someone else in the room. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Stress Reduction and Personal Growth. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I can take it   · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I’m fine · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I just need to make it to Friday · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I’ll be fine once I have ___________. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">The greatest personal stressor is the voice inside your head that broadcasts a non-stop monologue that nags, criticizes, and terrorizes you. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">It says things like: · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">If these test scores don’t improve, we’ll be closed in ___________ or I’ll be working at Starbucks · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I can’t believe I just said or did that. I looked like an idiot. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">If only I worked harder. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">If only I got up earlier. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">If only…. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I must consistently display a high level of competence. Otherwise, I’ll look like a failure. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Worrying is the only way to prevent the worst from happening. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">You can lower stress by replacing negative inner dialogues with comments and questions that promote a positive perspective. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Throughout the day tell or ask yourself: · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">What’s good about today? · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Where can I have the most impact today? · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">How can I accomplish the things on my agenda and have some fun? · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">What can I learn from this? · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">What have I done well today? What’s the best thing I did all week? · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">On any given day, I’m more than smart enough for this job. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Every day I do good work for deserving kids and that makes my world better. · <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">I’m proud of myself for… What You See is What You Get
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">At Bats (104-106) **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">- A lesson should end with students getting at bat after at bat after at bat. Practice, in other words. Key ideas: go until they can do it on their own; use multiple variations and formats; grab opportunities for enrichment and differentiation.
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Assumptions/thoughts may be getting us in trouble, or making life around us more difficult: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Internal Stressors: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Replacement Behaviors: **
 * I am perceived as valuable, capable, competent, interesting, a contributor by…. || I am perceived as underperforming, incompetent, annoying, marginal by… ||
 * What does this person do to communicate those messages? (List specific behaviors) || What does this person do to communicate those messages? (List specific behaviors) ||
 * How does that person’s behavior toward you make you feel? || How does that person’s behavior toward you make you feel? ||
 * How do you react to this treatment or perception of you? (List Specific Behaviors) || How do you react to this treatment or perception of you? (List Specific Behaviors) ||
 * How do you react to this treatment or perception of you? (List Specific Behaviors) || How do you react to this treatment or perception of you? (List Specific Behaviors) ||