spartanti

Here is a link to a bunch of resources that we've collected over the past few weeks. 

http://www.google.com/notebook/public/12178437923996777820/BDQJESgoQr4-LoIEj

 If you have any more to add, please feel free to let us know and we will put them on the Notebook page.

Courtesy of Erica Hartman via Patrick Higgins:

Exploratree - another resource for a graphic organizers

This month's meeting begins the study of the essential nine instructional strategies through the investigation of Chapter 2: Identifying Similarities and Differences. The four methods outlined in the book to accomplish require the  students to compare, classify, create metaphors, and create analogies. An interesting fact regarding all four of these methodologies is that the research indicates it is not enough just to have students compare, classify, or create metaphors and analogies, but the learning has to be tied to a graphic or visual organizer. Several examples of graphic organizers are given throughout the chapter, including the Venn diagram, bubble charts, and a boxed table and there seems to be no shortage in the different types of graphic organizers that one can use, which leads me to "which one works the best?" 

There are a plethora of online resources to help supply teachers with different types of graphic organizers. Here are a few to start off with:

Classtools
Tech4Learning
Tools for Reading, Writing, & Thinking
Eduplace
Graphic.org

Have others?  Email them here and I'll add them to the list.   

Today I met with my third teacher for a pre-conference to set the stage for their first observation in the district. Although I find the clinical supervision model to be extremely useful, coming up with an area of concern or interest can be somewhat of a daunting task to a new teacher. What do I want someone to look for in a lesson? What are some concerns? What are the interests? Personally, I never had anyone ask me these questions prior to an observation, nor did I have someone ask me to professional reflect on my practice but the more I meet with teachers, the more it becomes apparent that this is a vital part of our practice.

I met with the mentors on the new teacher induction day in August. Because they have to do obserrvations, we studied the clinical supervision model in depth to help prepare them for working with their novice or "mentees". Throughout the session, we came up with the following list of "concerns" or "interests":

Interests and Concerns:

Questioning Skills
Types of Responses (full, partial, one word, verbal, nonberal)
Wait time or Think Time
Classroom Management
Classroom Movement
Assessment
Pacing and Timing of the Lesson
Where do I teach?
Who do I direct my questions?
Time on task
Transitions
Differentiated Instruction
Components of Cooperative Learning
Note taking
Teaching with the in-class support teacher
Teaching to the objective

Feel free to use the list as a springboad to help reflect on your teaching and generate ideas for what I can look for you in your lesson.