WELCOME TO
OUR FINAL
SESSION
Classroom and Lab
Management Part 2
Spring, 2016
Teambuilder “Scrambler”
Let’s get started!
If people are missing they can join in when they arrive.
This is a team activity.
Each person will have a copy of the puzzle, but
please work on this collaboratively for four minutes.
All words deal with discipline and management
concepts!
Let’s recap last week’s topic
and look at your questions
1. What kind of assignments could be used for students
who finish early? The procedures for this would vary
by class type.
2. What is an auxiliary account, and does anyone use
them?
3. Still not real sure about the off-school-grounds events
with students and teachers.
4. This gave me a chance to reflect on what procedures
are and are not working, and generate ideas for reteaching.
5. We could talk for days about liability insurance.
6. After relearning about the teacher’s liability I am less
likely to teach next year.
Any KWL chart discussion?
Quick finish to what we didn’t
get to last week…
Consistency is critical!!!
Procedures and routines are meaningless if they are not
always insisted upon and reinforced as needed !
Project Progress Log
■
Can serve as daily closure on lab days
■
Holds students accountable
■
Provides you with feedback
It would be up to you when you collected it but it would need to be part of
their grade to be meaningful.
(The next handout in your binder could be used for group progress record)
Let’s look at some contracts
/agreements used by others in our
CTE programs and in other classes
You need to have ways to keep track of
loaned equipment and to cover your
liability.
It is critical to have a
contract/agreement that insures that
both students and parents are aware of
expectations/policies.
Judy’s turn to
Maximizing Use of
Instructional Time
Objective:
Topic: Maximizing Instructional Time
Do: Discuss ways to use
instructional time most effectively
L.O.T.: Understanding
9
Greet your students at the door!
■ Invite them to sit
■ Give any
expectations for
what you want
them to get
working on doing
10
Time Management – over plan!!
It’s better to have more to do and not
enough time to do it than to have
students with extra time on their hands!
Kids “cook up trouble” when they are not
constructively engaged
11
Provide Concrete Deadlines
Be tight with the timeline for assignment
completion!
Create a sense of urgency for students to
complete the assigned task
Adjust as necessary
12
Educational “Time Terms”
■ Instructional Time –
– Time used for actual instruction (excluding record
keeping, dealing with discipline, disruptions, etc.)
■ Academic Learning Time, Time on Task, or Engaged Time–
– Time that the students are actually learning; they are
paying attention, receiving instruction, and are actively
engaged in learning tasks
(This involves emotional commitment on the student’s
part to their learning)
13
The typical high school student’s attention
span is 8-14 minutes
Here’s what a class period looks like:
(Reference: Hartley J and Davies I “Note taking: A critical review” Programmed
Learning and Educational technology, 1978,15, 207-224).
Educational “Time Terms”
(continued)
■ Golden rule of 15
minutes – Teachers
should limit themselves
to no more than 15
minutes at a time at
the board, showing a
PowerPoint, or lecturing
15
Bell to Bell Instruction
■ Focuses on maximizing all available instructional time!
■ Does NOT mean that the teacher lectures from “bell to
bell”
■ Lessons should be chunked into different activities
involving as much student action as is appropriate for the
objective!
FOR EVERY TEACHER ACTION THERE SHOULD BE
A STUDENT ACTION!
■ Students need to be given the opportunity to process all
information that is provided in lectures, Power Points,
videos, etc.
16
Task:
■ Read through the Time-on-Task: A Strategy that Accelerates
Learning article, annotating as you wish
■ On the cardstock provided, create a table and jot down a few key ideas
about each of the steps related to effective student learning – Be sure
to title your table!
Explanation
Modeling
Guided Practice
Independent Practice
17
In order for you to be
ABLE to use all class time,
you must have clearly
defined and
communicated
expectations for
behavior
Classroom Non-negotiables
What will YOU not budge
about??
Your classroom/lab
expectations must be:
■ Fair
■ Consistent
■ Respectful to students
■ Understood by your students
■ Workable/Realistic to execute
Now, independently on the handout provided write 3-5
“non-negotiables” for your class or lab. Be prepared to share and
discuss!
Time for a break!
Creating Effective Grading and
Student Grouping Policies
The handout
provided, write down
the categories that
you enter into your
gradebook
Objectives:
Topic: Grading guidelines and policies
Do:
■ Explain why grading must be reflective of actual learning and
standards attainment
■ Identify the categories and weights of headings in grade records
■ Describe the importance of communicating grading policies to all
stakeholders
■ Examine effective ways to group students, and how to
independently assess group work
L.O.T.: Understanding
Grading Must Reflect Mastery of
Course Concepts and Skills
■ When determining how much an assignment, project
or assessment would be worth, always think, “How
critical is this to understanding what students need to
know about ____________ “ (fill in your course)
■ Be VERY cautious with “participation points” – if you
use them, let students know how they can be
earned/lost in writing and make sure they align with
school policies
■ “Extra credit” for non- academic things (like turning in
papers with parent signatures) should not be
common, if used at all
Words on grading from
educational leaders:
■ "A kid who says school sucks and just give me an
"F" does not have the necessary maturity level to be
in charge of making his/her own educational
decisions." Rick Wormeli
■ "Don't leave students out of the grading process.
Involve students, they can-and should, play key
roles in assessment and grading that promote
achievement." Ken O'Conner
More wisdom…
■ "When we refuse to accept an assignment late and
give a zero instead, we undermine our content and
say it has no value." Rick Wormeli
■ "Don't include zeros in grade determination when
evidence is missing or as punishment; use
alternatives, such as reassessing to determine real
level of achievement or use "I" for incomplete or
insufficient evidence." Ken O'Conner
Independent task…
Read through the information that
Assistant Superintendent Bruce Cox
shared with administrators
regarding grading…
(See yellow sheet)
The district has very general
guidelines for grading
■ Let’s look at the official MPS Administrative Regulation for
grading secondary students (green)
■ Ed Tech has prepared a variety of resources for gradebook
help with the system we use within Synergy
http://www.mpsaz.org/gradebook/secondary/secondarysupp
ort2 (pink handout)
What about grading group
work?
■ Each student should be graded independently
■ Students should understand the criteria prior to starting to
work on the project
■ When grouping students the process used to determine who
works together should be matched to what the goals of the
project are
■ When the teacher selects the group, “A” students work well
with “C” students, and “B” students are helpful to “D”
students
4 ways to group students:
■
■
■
■
Randomly
Teacher-selected
By seat proximity
Student-selected
Consider surveying your students’
attitudes prior to setting groups
Which of the following best describes your experience of group work?
A.
I like group work because my group helps me learn.
B.
I question the value of group work because in the past I've
ended up doing all the work.
C.
I have little or no experience working in groups.
D.
I have different experience of group work than the choices
above. (Please explain.)
Those who check “B” can be put into a group of their own. They
might find this to be the first time they are really challenged and
satisfied by group work
Grading:
■
Policies need to be clearly communicated to students in
writing
■
Use rubrics whenever appropriate to do so, and give students
the rubrics prior to the assignment or project
Rubrics created by other teachers are available and customizable if
you search the web. A good website to use is Rubistar: www.
http://rubistar.4teachers.org/
Let’s look at the group project rubric shell to see how
rubrics are set up. (A couple of other examples of
rubrics have been included in your handouts to give
you an idea about how they can be set up.)
Get out your Lenovos!
Please log on to the
MPS website
Send your written grading policies
home for parent signatures
Let’s look at some examples… www.mpsaz.org
■
Go onto the MPS website and type in “Grading
Policies” in the search box – Complete the
table using at least three examples you view
■ If you are taking this class for ADE
credit, you MUST submit a Class
Expectations/Grading Policies
parent letter written by you .
Article: High School Grading
Policies
Take a highlighter, identifying what you find most significant
Go back to your
Gimme an A handout –
– Add any categories you
might have missed
– Change any that aren’t
working for you
– Put percentages next to
each for weight
2-Minute Paper
On a piece of lined paper write
“2 minute essay” about critical
things to know about grading!
(If you run out of ideas, keep writing anyway – even if you have to
repeat what you’ve already stated.)
Session Closure
Thanks for a great class!
■ On the “Week 3” portion of the
backside of your name tent, write one
thing that you plan to do differently as
a result of what we covered today. If
there is nothing, write a summary
describing why using instructional
time wisely is critical!
If you are doing this for ADE credit, email Ann a
suggested date and time for a visit.
Also required – KWL charts about your students
AND your expectations contract!