Welcome Mentor Certification Training Session G

1
Welcome Mentor Certification TrainingSession 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 learneraka 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
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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