Prep for college.�Prep for careers.�Prep for life.
Welcome to
Next Gen
Bootcamp!
July 19-20, 2023
Please fill out this form so we can personalize your learning experience.
Group Norms
Step Up/Step Down
Be Fully Present and Prepared
Assume Positive Intentions
Keep Each Other in the Risk Zones
Maintain Confidentiality
Trust the Process
Have a Growth Mindset
Priority Practices
Core Values
Objectives
UDL Connection
I can identify various ASUP learning models and implement strategies to foster student academic and behavioral growth in the classroom.
2A: Teacher shifts the cognitive load to students.
4B: Students use structures to process and share their thinking.
4E: Teacher provides students with a clear vision of what mystery looks like.
Disruption: We challenge ourselves to innovate—not for self-promotion, but in the humble pursuit of improving lives.
Engagement: Foster Collaboration and community (8.3)
Perception: Offer ways of customizing the display of information (1.1)
Action & Expression: Facilitate managing information and resources (6.3)
AGENDA
Day 1
9:00 am - 12:00 pm |
Introduction to the Next Gen Team |
Community Building Activity |
The Teacher Binder |
Brain Break |
The Priority Practices & Teacher Portfolio |
Brain Break |
The Why of Student-Centered Learning |
Feedback and Reflection |
Lunch (on your own) |
1:00 pm - 4:00 pm |
Energizer |
ASUP Learning Models |
Brain Break |
Introduction to the Curriculum Team & Your Curriculum |
Build Time & Collaboration with Next Gen & Curriculum |
Day 1 Reflection |
If you have any questions or want to brainstorm, Next Gen and Curriculum Teams will be here until 5:00pm.
Example
Sky
Expansive
Active
Boundless
Kaari
The Next Gen Team
Who We Are
Our Why and Guiding Vision
Where We Started
How We Support Our Schools Now
Next Gen Teacher Leaders
Next Gen Learning Coordinators
CSS Subject Matter Experts
PD Team/
AZVTI
Product Team &
IT Support
Site Leaders
Facilitates monthly meetings to review student data, share evidence-based practices & curriculum/instruction feedback to impact student outcomes
Support & make recommendations for increasing student-
centered learning & implementation of new models across sites through PD and coaching
Provide subject-matter support, curriculum and edtech guidance, and research/gather feedback to support student outcomes through product implementation & usage
Support professional development across the network at all levels; partner with schools to improve student outcomes nationally and internationally
Build, manage, and update learning products for the network, as well as answer questions and resolve issues regarding curriculum, software, and other products
Facilitate building-wide conversations about curriculum and instruction, focusing on best practices to make learning relevant for students in our community
ASU Prep Teacher Support
Who We Are
8
South Phoenix PK-12
Pilgrim Rest K-6
Jill’s Homebase Sites
Lisa’s Homebase Site
Poly PK-12
Dave’s Homebase Site
Next Generation Learning Coordinator
Phoenix K-12
Caree’s Homebase Sites
Casa Grande 7-12
Poly PK-12
Kaari’s Homebase Site
Phoenix K-12
Our Why and Guiding Vision
ASU Prep’s mission is to design new models for educational success and raise academic achievement for all learners.
In an ideal classroom at ASUP, students are curious, self-actualized, and own their learning. They co-construct learning strategies through applications that promote diversity, identity, dignity, and equality. Students are active participants by engaging in their work, collaborating with their peers, reflecting on their learning, monitoring their own progress, proactively setting goals, and showcasing their academic achievement through a variety of mediums. Students are working at their own pace and along their own pathway on authentic, critical thinking tasks in order to create solutions for real-world problems. Teachers are facilitators who design experiences by including student interest, plan rigorous lessons based on state standards, personalize learning to meet all student needs, encourage students to build relationships, and foster collaboration by providing a compassionate and caring environment. All student voices are elevated so that they can become future leaders.
Where We Started
In 2018, Casa Grande was the first school to join ASU Prep’s blended and personalized implementation. Select teachers participated on a Design Team, attended monthly professional development, and had bi-weekly coaching sessions in order to shift away from traditional classroom instruction toward student-centered environments:
Shift away from traditional classroom instruction... | toward student-centered environments. |
The teacher as the sole provider of content | Students interact with and create digital content |
One-size-fits-all instruction | Personalized pathways for students |
Teacher-paced instruction | Student control over time and pace |
Teacher ownership of student assessment data | Student ownership of data for driving their own learning |
Whole-group instruction | Targeted instruction through small groups and individual conferences |
Grades to communicate student progress | Immediate feedback aligned with learning outcomes |
Resource: Linton, Jayme. (2018). The Blended Learning Blueprint for Elementary Teachers. Corwin.
How We Support Our Schools Now
Community Building
Now, let’s learn a little more about you!
You will have 10 minutes to walk around and find people who agree with the ASUP Rocks boxes. Write their name in the box.
Be sure to introduce yourself and where you will be teaching!
Immersion
Teacher Binder
to get your copy!
Brain Break: Clock Partners
Priority Practices
& Teacher Portfolio
Collaboration: We work across department lines to foster a culture of inclusion and belonging, where everyone has a platform to exchange ideas and put them into practice.
I can work with peers across departments to brainstorm classroom look-fors in order to visualize the Priority Practices.
Priority Practices
Core Values
Objectives
1H: Students are collaborating.
2A: Teachers shifts the cognitive load to students.
4B: Students use structures to process and share their thinking.
UDL Connection
Representation: Offer ways of customizing the display of information. (1.1)
What do these categories mean to you?
Classroom Culture
Ownership & Agency
Differentiation
Rigor & Mastery
The Priority Practice Rubric
The four domains are a guide to creating student-centered spaces.
23
Classroom Culture
Ownership & Agency
Differentiation
Rigor & Mastery
Carousel
Objective reminder: I can work with peers across departments to brainstorm classroom look-fors in order to visualize the priority practices.
The purpose of the portfolio is to help you grow as a reflective practitioner in the art of teaching.
There is a link in your New Teacher Binder!
Find your coach for the reflection activity!
Jill - Ventana | Lisa - Chrysocolla | Caree - Plata | Kaari - Ventana | Dave - Copper |
Amanda - abcamach | LeeAnna - lrsmit40 | Stacie - serick19 | Elise - seshel1 | Shelsea - sgreen12 |
Taneesha - tdwatso2 | Kasandra - kksingh | Laryssa - ladicke1 | Angela - ariley | Yesenia - yrubiogu |
Stacie - sdiveng | Tina - cmbowers | Devon - drpolzin | Maureen - mkmalek | Jen - Jen.Adams |
Cynthia - caendico | Kerry - krblack4 | Drew - dsulli10 | Rowena - rfloyd | Kate - ktrea |
Matthew - mdrexel | Chrissie - crshaffe | Crystal - crystal.funkhouser | Grant - gdonath | Laila - Laila.brown |
| Natalie - nstringe | Adonis - abbatti1 | Arielle - angunthe | Sylvie - sgeorg22 |
| Sara - weber.sara | Scott - sdone1 | | Kayla - krdixon4 |
| Sara - smgoodm2 | Dianna - dmjohn47 | | Regina - rdponder |
| Allison - alrodge7 | Bryanne - bwojtali | | |
| | | | |
Let’s Reflect
Brain Break: Spin the Wheel
Ice Breaker
The “Why” of
Student-Centered Learning
Priority Practices
Core Values
Objectives
UDL Connection
I can identify the differences of the 20th and 21st century classroom and distinguish the needs of the 21st century student.
1E: Interactions between students are respectful, affirming, and productive
2A: Teacher shifts the cognitive load to the students
3C: Teacher checks for understanding of student progress toward learning goals
4B: Students use structures to process and share their thinking
Collaboration: We work across department lines to foster a culture of inclusion and belonging, where everyone has a platform to exchange ideas and put them into practice.
Engagement: Foster Collaboration and Community. (8.3)
Action and Expression: Facilitate managing information and resources. (6.3)
Think about the Classrooms of the Past
1950s
1970s
1990s
What do you notice?
Think about Classrooms Today
Similarities? Differences?
Think-Pair-Share
Fishbowl:
A Student-Centered Strategy
How has group
interaction changed?
20th Century Learning 21st Century Learning
How has teacher
instruction shifted?
20th Century Learning 21st Century Learning
How has the focus of
learning shifted?
20th Century Learning 21st Century Learning
How have learning models
(teaching styles) changed?
20th Century Learning 21st Century Learning
Quick Debrief & Switch
Observers:
Fishbowl Students:
How has the use of technology
in the classroom changed?
20th Century Learning 21st Century Learning
How have student self-management and student voice changed?
20th Century Learning 21st Century Learning
How has assessment changed?
20th Century Learning 21st Century Learning
What skills do students need
in the 21st century?
20th Century Learning 21st Century Learning
Small Groups
Debrief
Questions:
Jot down important ideas on your
One Minute Sentence sheet.
Moving from…
The 20th Century Classroom
To…
The 21st Century Classroom
With greater focus on….
Through…
Student-Centered & Personalized Learning
Communication
Collaboration
Creativity
Critical Thinking
Check for Understanding:
One Minute Sentence
Brain Break:
Waffles vs. Pancakes
Rules:
Learning Models
Disruption: We challenge ourselves to innovate—not for self-promotion, but in the humble pursuit of improving lives.
By engaging in a flipped classroom model, I can learn about different student-centered models of instruction.
Priority Practices
Core Values
Objectives
2B: Students have choice in their learning.
3C: Teacher checks for understanding of student progress towards learning goals.
UDL Connection
Engagement: Optimize individual choice and autonomy. (7.1)
Flipped Classroom Experience
Directions: Over the lunch break, you’ll be exploring our ASU Prep learning models. You will need 20 minutes to look at all of the materials. Complete the assignment before you go to lunch, during lunch, or return by 1:30pm to give yourself time before the next session starts at 1:50pm.
You Choose | |
Digital | |
Reading & Note-Taking | Scroll through slides 54-69. Choose to take handwritten notes or click here to access the Compass Points graphic organizer.
|
Lunch Break!
Please return and be ready to start right at 1:50pm!
Feel free to go downstairs to the MU food court, grab a sandwich nearby, or remain in this room if you brought your lunch.
AGENDA
Day 1
1:50 pm - 4:00 pm |
Energizer |
ASUP Learning Models |
Brain Break |
Introduction to the Curriculum Team & Your Curriculum |
Build Time & Collaboration with Next Gen & Curriculum |
Day 1 Reflection |
If you have any questions or want to brainstorm, Next Gen and Curriculum Teams will be here until 5:00pm.
Learning Models
54
55
Our Definitions
Personalized Learning
The process / series of decisions schools and districts make to create learning environments more aligned to the interests, identities, and abilities of all students as they achieve mastery of skills & standards at their own pace; classroom strategies that empower students by building agency, ownership and / or student voice.
Hybrid Learning
A learning model where students attend in-person classes part of the week and work asynchronously from a distance during the remainder of the week. The hybrid model weaves blended and personalized strategies �into instruction.
Blended Learning
An education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and these two learning experiences are aligned and connected.
56
How Can Blended Learning Improve Student Experience?
Differentiation
Pacing
Student Voice & Choice
57
Station Rotation Model
Station Rotation Model
Collaborative
Independent Digital Curriculum
Teacher-Led
59
Station Rotation
60
Teacher-Led
Independent
Collaborative
Benefits
Challenges
Flex Model
Flex Model
Similar to the station rotation model, the teacher sets up learning experiences for students. Then, using online curriculum, students progress through learning at their own pace, choosing formats that work for them, and following their own time. Students may move in and out of areas multiple times.
62
Socratic Dialog |
Discussion & Debate |
Self-Paced Learning |
Small Group Instruction |
Intervention |
Extended Learning |
Collaborative Projects |
Peer Mentorship |
Flipped Model
Flipped Model
64
Students get acclimated with new concepts and class material through digital channels. Students should take notes and write �down questions.
Students explore these �new concepts through learning activities such as discussions, problem solving, critical thinking, and 1:1 teacher interactions.
Students continue mastery and understanding of material through higher order application, evaluation, �and assessment.
In Class
Out of Class
BEFORE CLASS
DURING CLASS
AFTER CLASS
NEXT Education Workforce Model
NEXT Education
Workforce
66
The Next Education Workforce
67
Community educators
Prepared members of the community
Paraeducators
Complement the work of professional educators
Professional educators
Pre-service, novice, experienced, and specialist teachers
Educational leaders
Leaders of teams, schools �or systems
A Continuum of Educator Roles |
The Benefits of Team Teaching
Educators
Students
68
Check for Understanding
If you finish your learning early, click on this link to practice the Quizizz formative assessment before we launch into the whole group challenge at 1:50pm!
Independent Station You choose the location! |
Flex Model Experience
In the flex model, you choose where you want to go and how long you want to stay there. You can also choose to skip a topic if you feel comfortable with your knowledge level. A teacher can also provide more structure by assigning learning pathways or check points to guide students in their decision making.
K-5 with Nicole Ventana | 6-12 ELA with Lisa Plata | 6-12 Science with Estella 6-12 Social Studies with Erin Copper | 6-12 Math with Tracy Chrysocolla |
Curriculum Sessions
Please, find your Subject Matter Expert (SME). Take your laptop and head to that room!
Exit Ticket
Please fill out this survey to help us plan for tomorrow.
Optional Build Time
Next Gen and SMEs will be here until 5pm to support your lesson planning needs!
As you begin to plan your lessons, you may want to review the following templates to help you design your stations:
HMH: Math (K-6)
HMH: ELA (K-5)
HMH: Writable (3-5)
Other Curriculum (K-12)
The time is yours!
Prep for college.�Prep for careers.�Prep for life.
Welcome to
Next Gen
Bootcamp!
Day 2
If you didn’t yesterday, please fill out this form so we can personalize your learning experience.
We want to hear from you!
Tell us how you’re doing by posting on this PADLET by answering any of the questions.
AGENDA - Day 2
9:00 am - 12:00 pm |
Meeting the Needs of the 21st Century Learner through UDL |
Brain Break |
Engagement through Collaboration |
Brain Break |
Lunch (on your own) |
1:00 pm - 4:00 pm | |
Experienced teachers 3+ years experience | Teachers with less than 3 years experience |
Project Based Learning | First 6 Weeks |
Brain Break | |
Choice Session: First 6 Weeks or Personal Time to Prepare for Beginning of Year | Project Based Learning |
Brain Break | |
Table Talk Sessions | |
Final Reflection | |
If you have any questions or want to brainstorm, Next Gen and Curriculum Teams will be here until 5:00pm.
Housekeeping:
Group Norms
Step Up/Step Down
Be Fully Present and Prepared
Assume Positive Intentions
Keep Each Other in the Risk Zones
Maintain Confidentiality
Trust the Process
Have a Growth Mindset
Icebreaker: Clock Partners
Meeting the
Needs of the
21st Century Learner through UDL
Priority Practices
Core Values
Objectives
UDL Connection
I can define the 3 Principles of Universal Design for Learning and how it meets the needs of all students. I will be able to identify strategies to incorporate in my classroom which connect to all principles.
1H: Students are collaborating
2B: Students have choice in their learning
3A: Small group instruction is differentiated by student need
4B: Students are engaged in tasks that require higher order thinking skills
Individuality: We celebrate each other’s uniqueness and create an environment that allows everyone to be the best version of themselves.
Multiple means of Engagement
Multiple means of Representation
Multiple means of Action & Expression
Universal Design for Learning
Use this KWLQ chart to list what you already know about UDL and what you want to learn about UDL.
You will revisit this organizer throughout the session.
What is Universal Design for Learning?
Universal Design for Learning is an educational framework based on research in the
learning sciences, including cognitive neuroscience, that guides the development of
flexible learning environments that can accommodate individual learning differences.
It is an approach to designing curriculum and learning so ALL students can be successful.
“Universal Design for Learning gives all students an
equal opportunity to succeed.
This approach to teaching and learning offers
flexibility in the ways
students access material and show what they know.”
~Understood.org
The Goal of UDL
The goal of UDL is for all learners to become ‘expert learners’.
Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.
First 3 Habits of UDL
Get Clear on the Learning Goal
Predict and Identify Barriers
Recognize & Embrace Learner Variability
Learning Goals are the Foundation
All effective lessons begin with a clear Learning Goal.
What do you expect all learners to do?
Learning Goals…
Teachers provide:
We Predict and Identify Barriers
UDL is Proactive
A barrier is anything that inhibits a student’s ability to fully engage with the lesson.
Such as:
When we minimize barriers, we maximize learning!
Learner Variability
Each student is not necessarily going to have the same needs every minute or every day.
Their needs change and fluctuate depending on what is going on in their lives and what is affecting their ability to learn.
Variabilities:
Next…
We embrace learner variability
and design our instruction to
accommodate the barriers
using the
Principles of Universal Design for Learning.
The 3 Principles of UDL
| | |
How learners get engaged and stay motivated. How they are challenged, excited, or interested. Stimulate interest and motivation for learning. | How we gather facts and categorize what we see, hear, and read. Present information and content in different ways. | Planning and performing tasks. How we organize and express our ideas. Differentiate the ways that students can express what they know. |
Add what you learned to this KWLQ chart (slide 5). Add questions you have on slide 6.
Station Rotation: Universal Design for Learning
Station 1
Teacher-Led
Jigsaw
Station 2
Independent Station
Station 3
Collaborative Station
Chalk Talk
Station Rotation: Count off by 3’s
1’s | 2’s | 3’s |
Start at Station 1 Teacher Led | Start at Station 2 Independent | Start at Station 3 Collaborative |
Together we will review Slides 92-93 | Please review Slide 94 | Please review Slides 95-96 together |
Multiple Means of Engagement
Teacher Led Station
Jigsaw
Jigsaw Activity
In this activity your group will each learn about a section of the Principle of Engagement.
You will have 10 minutes to review your section. After, you will take turns and share what you learned with your group for the remaining 10 minutes.
Review the next slide
for the directions.
Providing multiple modes of engagement taps into learners’ interests, challenges them appropriately, and
motivates them to learn!
Station 1
Multiple Means of Engagement
Jigsaw Activity
Partner 1 | Partner 2 | Partner 3 |
Recruiting Interest | Sustaining Effort & Persistence | Self Regulation |
You will have 10 minutes to review your section.
You can takes notes in your teacher binder.
When time is up, share what you learned with your group for the remaining 10 minutes
Revisit the KWLQ chart and add something new you learned (slide 5). Add questions you have on slide 6.
Multiple Means of Representation
Independent Station
As you review this playlist, take notes on various strategies you read about or viewed that you want to implement in your classroom.
You can jot your notes in your teacher binder.
Add at least one statement which you learned about in the KWLQ chart (slide 5).
Multiple methods of representation gives learners
a variety of ways to acquire information and
build knowledge.
Station 2
Multiple Means of Action & Expression
Collaborative Station
Chalk Talk
Chalk Talk Activity
This activity is a written protocol in which students respond in writing to an open-ended question.
The activity is done silently. Once complete, a verbal discussion can take place to find common patterns and themes.
Review the next slide for the directions.
Multiple means of student Action & Expression provide learners with alternatives for demonstrating what they have learned.
Station 3
Multiple Means of Action & Expression
Chalk Talk Activity
Directions:
Review this Playlist to learn about other strategies.
Add at least one statement which you learned about in the KWLQ chart (slide 5). Add questions you have on slide 6.
Brain Break
Choose your own Brain Break!
See you back at 10:50am!
Engagement through Collaboration
“Promoting real collaboration is hard to do well—and it doesn’t just happen on its own. If we want real collaboration, we need to intentionally design it as part of our learning activity”.
Mary Burns
Collaboration: We work across department lines to foster a culture of inclusion and belonging, where everyone has a platform to exchange ideas and put them into practice.
I can explore structures to increase the cognitive level of student collaboration.
Priority Practices
Core Values
Objectives
1H: Students are collaborating.
2A: Teacher shifts the cognitive load to students.
UDL Connection
Engagement: Foster collaboration and community (8.3)
15
15
15
Find your coach in their corner for the reflection activity!
Jill | Lisa | Caree | Kaari | Dave |
Amanda - abcamach | LeeAnna - lrsmit40 | Stacie - serick19 | Elise - seshel1 | Shelsea - sgreen12 |
Taneesha - tdwatso2 | Kasandra - kksingh | Laryssa - ladicke1 | Angela - ariley | Yesenia - yrubiogu |
Stacie - sdiveng | Tina - cmbowers | Devon - drpolzin | Maureen - mkmalek | Jen - Jen.Adams |
Cynthia - caendico | Kerry - krblack4 | Drew - dsulli10 | Rowena - rfloyd | Kate - ktrea |
Matthew - mdrexel | Chrissie - crshaffe | Crystal - crystal.funkhouser | Grant - gdonath | Laila - Laila.brown |
BB | Natalie - nstringe | Adonis - abbatti1 | Arielle - angunthe | Sylvie - sgeorg22 |
Jacki | Sara - weber.sara | Scott - sdone1 | Steve D. | Kayla - krdixon4 |
Adrienne | Sara - smgoodm2 | Dianna - dmjohn47 | | Regina - rdponder |
Kat | Allison - alrodge7 | Bryanne - bwojtali | | |
| Jenifer - jhwhites | | | |
Reflection
What increases the rigor in collaboration?
What student skills will you have to refine in order to make collaboration work?
Where could collaboration fit in your lessons/units?
Who did all of the work today?
What did you like about this structure?
How did this lesson connect to UDL?
Some say that this structure places the majority of teacher work in the planning phase and less in the delivery. Explain.
1H: Collaboration
2A: Shifting the Cognitive Load
Core Value: Collaboration
UDL: Engagement: Sustaining Effort & Persistence
Please return at 1:00pm!
AGENDA - Day 2
You Choose Your Own Adventure |
1:00-2:00pm |
|
2:00-3:00pm |
|
3:00-4:00pm |
Table Talk Sessions - See slide 191 for options! |
Brain Break: An Interesting Fact
Table Game Rules:
“Project Based Learning is a Pedagogy, Not a Time of the Day”
-High Tech High School Leadership 2021
On Your Own Time: Explore This website to determine what separates PBL from projects.
Curiosity: We believe in the power of human potential. We embolden bright minds to shine by piquing new interests and finding the courage to try new things.
Disruption: We challenge ourselves to innovate—not for self-promotion, but in the humble pursuit of improving lives.
Priority Practices
Core Values
Objectives
2B: Students have choice in their learning.
4C: Students design and create as part of the learning process.
4E: Teacher provides students with a clear vision of mastery.
Multiple means of Engagement
Multiple means of Representation
Multiple means of Action & Expression
UDL Connection
Agenda
Table Talk Topic #1
What Words Would You Use To Describe A Home?
Table Talk Topic #2
What Do You Think Are “Must Haves” In A Tiny Home?
Create a Tiny House Haven
Congratulations!
You have been selected to compete on the Tiny House Big Living challenge.
In your team you can choose to take a role in either designing or advertising. There are multiple tools to use, but teamwork will be decisive in getting something created in 30 minutes.
Watch the Video
Tiny House Resources (Scaffolds For The Activity)
Rubrics:
Come to this page if you are not sure where to start
Dream & Design Time
Video: Instructor Screencast (Watch if Needed)
Design Tool Options
Option 1: Free Standing/Trailer 2D/3D Floor Plan
Option 2: Convert a Van Interior Plan
Design Tools Cont’d
Option 3: Free Standing/Trailer 3D Printable Design
Design Tool Cont’d
Option 5: Negotiate an Outcome With a Facilitator.
Showcase Your Tiny House
To Be Continued…
Peer feedback and the Final Prize will come in a later session.
Consider Creating Your Own Instagram or Social Media Posting
For examples, check out #TinyHouse or @tiny_homes
Connections to Priority Practices, Core Values and UDL
How did we connect?
Let’s Explore Project Based Learning
Structured But Scaffolded Process?
Multiple Products = Choice/Engagement/Differentiation?
Rubrics and Support Videos For Most Tasks
Literacy Tasks
Think About The Student Experience
What This Could Look Like In A Classroom
Expose students to how the idea of home has changed since the market boom. Discuss their experiences.
Allow students to do their own research on this topic. Have them create a Padlet or a playlist with resources they have found.
Have students think about their favorite living space at home. What do they love? What must they include?
Students can share their ideas in a Flipgrid. Students can comment on each others.
Create teams of students to focus on specific designs throughout the home. Let the collaboration begin.
Create a rubric with your students that helps guide them on what needs to be included in their design planning.
Give students choice in how they present their designs (podcast, blog, newsletter, screencast, digital notebook, Google slides, or a 3D design).
Allow students to present their projects and receive feedback. Feedback can come from peers, teachers, family members, or members of the community.
Have your students decide what happens next.
Are you proud of your student’s work? Share your process on social media. Use the hashtag #ASUPrepblends
Extension By Subject
Math | Science | ELA |
Think about the square footage of a space or measuring items to fit within the house. Create surveys to collect data on which living options students prefer. Share this data with others (create a screencast). | Think about where the sun sets and rises in students homes. Why should one consider this when thinking about how/where to place the home? | Have students write proposals to submit their designs to a family member, pretend client, or architect. Students could work together to create a magazine that showcases their ideas. |
Foreign Language | P.E. | Social Studies |
Think about vocabulary you can introduce that supports them with their home project. Have students share about their own living spaces and cultural beliefs. Create an advertisement of their designed space in the language they are studying. | Think about living spaces in the home that can be used for exercise. Have student create/map out year round outdoor spaces for play. | Research other cultures and learn about their beliefs and customs about their living spaces. |
More PBL resources to explore
Recommended Readings About PBL:
Classroom Management Resources (PBL)
Some Helpful Protocols For Helping Students With research in PBL
Four Critical Factors For Taking Collaboration to the Next Level in PBL
How do you teach PBL and still cover the standards?
Direct Instruction Is Still Necessary in PBL
How to Help Students Ask Great Questions in PBL
Making the Most of Student Brainstorming in PBL
Core Values
Choice
Choice
Creativity
Creativity
UDL Connections
Source: CAST UDL Guidelines
UDL Connections
Brain Break:
Share one of your favorite places to eat!
Effective Student and Peer Feedback
WATCH & PONDER:
Collaboration: We work across department lines to foster a culture of inclusion and belonging, where everyone has a platform to exchange ideas and put them into practice.
I can examine best practices for effective feedback and apply strategies for implementing peer feedback routines.
Priority Practices
Core Values
Objectives
4D: Feedback and reflection drive student learning.
UDL Connection
Engagement: Increase mastery-oriented feedback (8.4)
GIVING FEEDBACK
Find your 10 o’clock partner!
See, think, wonder
1st: Discuss what you notice with your partner.
2nd: Share big ideas with everyone.
Swip/Swap
What is Feedback?
Partner A: Feedback from a teacher’s point of view is… | Partner B: Feedback from a student’s point of view is… |
Swip/Swap: What is Feedback?
Partner A:
Feedback from a teacher’s point of view is…
Partner B:
Feedback from a student’s point of view is…
Next Gen Teacher Evaluation Tool:
Priority Practices
4D: Feedback and reflection drive student learning
Look-Fors:
Explore 1
or more
Apply
😀 Tell one thing you liked
👀 Ask a question
🧠 Give a suggestion
TAG Feedback Starters | |
T | I like how you… It was great that… My favorite part is… |
A | I’m wondering… How did you think of… Why did you choose… |
G | To make it stronger, you could… To help others understand, you might… Maybe you could try… |
BRAIN BREAK:
Make it rain!
Directions:
The First Six Weeks of School
Classroom Management
Procedures, Expectations, & Routines
Addressing Behaviors
Curiosity
Collaboration
By laying foundation during the first 6 weeks of school, I can empower students and facilitate an easeful school year.
Priority Practices
Core Values
Objectives
1A: Tasks are supported by clear instructions.
UDL Connection
Multiple means of Engagement
Multiple means of Representation
Multiple means of Action & Expression
The First Six Weeks of School
This is prime time for laying the foundation of a successful school year.
*This helps to create the trusting & safe environment necessary for learning.
Weeks 1 & 2 | Co-creating classroom agreements, look, & feel of space. *Focusing on communication & community building |
Weeks 3 & 4 | Practicing routines, procedures, transition *Introduce new content, leverage student roles, voice & choice |
Weeks 5 & 6 | Refining & solidifying classroom management systems *Celebrate successes, review & clarify norms as needed. |
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Pro Tips for the First Six Weeks
Things will go smoothly if you use this time to...
2. Build authentic relationships & connections between self & students.
to practice classroom procedures and play with tech tools to prepare for the school year.
Community Building
Creating a community is essential to the learning environment. Learning occurs more easily in environments free from threat or intimidation; therefore we must establish a safe community where students do not fear ridicule, embarrassment, failure, or physical threat.”
~Dr. David Sousa, How the Brain Learns
Community Building
Maslow’s Hierarchy of Needs
Circle of Courage
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Activity
Community Building
What?
Intentional activities that promote trust, unity, and communication among diverse individuals.
Why?
Interdependence, organization, collaborative expression, and authentic inclusivity all contribute to learning & academic achievement.
Independently or with a partner, explore the resources and choose strategies that you could use during your first 2 weeks of school, and/or reflect on community building tools that have worked for you in the past.
Finished?
Use this Jamboard to post a new discovery, reflection, or strategy you plan to implement in the classroom.
Which community building activity are you excited about trying with your students?
What’s worked well in the past?
Table Share
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Classroom Management
Expectations
Routines
Procedures
Establish clear expectations, roles, and routines for students so that they can anticipate, understand, and participate in the flow of daily activities.
Create & practice procedures for classroom entry/exit, borrowing materials, using the restroom, and working in groups.
Things will go smoothly if you use this time to...
What we are doing (Task)
How we do it (Procedure)
Why we do it (Outcome)
If life is like a box of chocolates,
Expectations are like learning objectives.
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Managing a Student-Centered Classroom
Consider:
Resources for Routines & Procedures
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Choose an article and/or video to review.
Then, use the Jamboard to post an Ah-Ha or something you plan to implement in the classroom.
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Jamboard Review
For the next activity we will:
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Which statement would be more successful in achieving desired effect/behavior?
Jill, put your materials away.
First warning.
Thank you, Dave and Caree, for having your materials put away and ready to go with your eyes on me.
Move to the right side of the room Move to the left side of the room
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Which statement would be more successful in achieving desired behavior?
Use space, proximity, and body language to redirect the behavior.
Ask the student to please step into the hallway so that you can speak together.
Move to the right side of the room Move to the left side of the room
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Which statement would be more successful in achieving desired effect/behavior?
Have a conversation about the effects of plagiarism & give the student an opportunity to resubmit their work.
Give the student a 0% for cheating and call home.
Move to the right side of the room Move to the left side of the room
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5-min Table Discussion: Pick one (or two, or three)
What is your go-to strategy when addressing misbehavior?
What are some examples of addressing behavior positively?
What is the difference between rules and expectations?
Prepare to (briefly) share!
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BUILD TIME
Use this time to plan themes, processes, or systems that you will implement and practice during the first 6 weeks.
See slides 169 and 170 for resources & add to our Jamboard!
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Ask an Expert
Experienced Teachers…
What is one piece of advice you would give to new teachers to prepare for the first day of school?
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Ask an Expert
Experienced Teachers…
What is one classroom routine, system, or procedure that makes the beginning of your year run smoothly?
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BUILD TIME
Use this time to plan themes, processes, or systems that you will implement and practice during the first 6 weeks.
See slides 169 and 170 for resources & add to our Jamboard!
Pro Tips for Addressing Behavior
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Family Communication
Pro Tip: Designate a specific day/window to contact home for 3-5 students each week.
Expectations
Have you ever made a positive call home? What was the result? How did it impact the student/family?
Table Share
WONDERINGS?
THOUGHTS?
Table Talk Sessions
1
2
10
6
5
4
3
Dave: Voice and Choice (Copper Room)
Kaari: Six Thinking Hats (Ventana Room)
7
9
8
Nicole: K-5 Curriculum
Choose your Table Talk!
Tracy: 6-12 Math
Estella: 6-12 Science
Erin: 6-12 Social Studies
Lisa: 6-12 ELA
You do You!
Let’s Reflect on the Next Gen Bootcamp Learning!
Use this free clean Meme Generator to create a meme that sums up your reflection,
Make a meme to sum up your thoughts about blended and personalized learning.
Exit Ticket
Please fill out this survey to help us plan for future sessions.
If mastery is the goal,
and personalization is the challenge,
then student-centered learning is our solution.