“ B U I L D I NG A C O M M U NI T Y O F L E A RN E RS ”
H I G HL Y E F F E C T I V E T E A C H I N G M O D E L
S U E P E A R S O N , A S S O C I A T E
S U S A N P I T I @ A O L . C O M

Come One!
Come All!
Meeting
Adjourned
• Power Tools
• Reflections
• Standards
• Resources
• Intro
• Agenda
• Goal
Let’s Vote!
Come to
Order!
• HET Principles/Elements
• TH-Origin
• Purpose
• Setting Up
Hear Ye!
Hear Ye!


Reflect on one personal goal you have for this session.

Use this as a focus point during the Webinar.
 Revisit it at the end for final reflection and future planning.

We are not born intelligent—only with a capacity to be so.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Mastery/Application
Absence of Threat/
Nurturing Reflecting
Thinking
Enriched
Environment
Adequate Time
Bodybrain
Compatible
Elements
Movement
Immediate
Feedback
Choices
Sensory-Rich Being
There Experiences
Meaningful
Content
© Susan Kovalik & Associates, 2010
Collaboration

“The first requisite of a good citizen in this republic of ours is that he shall be able and willing to pull his own weight.”
Theodore Roosevelt
26th US President
(1858-1919)

ORIGIN: TOWN HALL MEETINGS

Inspired by ancient democracy in
Athens-every citizen should have a say

Roots in colonial America

Everybody meets, everybody talks, everybody votes-meant to involve everyone

Emphasized problem-solving as a group effort

BUILDING A COMMUNITY OF LEARNERS
Creating community occurs in 3 stages in HET :
1.
Developing a Sense of Belonging
2.
Creating Common Ground
3.
Taking Action

TOWN HALL MEETINGS

Develop feelings: dynamic information not just about what people feel, but about why people feel the way they do about a particular subject or idea. Opportunities to develop emotional intelligence (empathy, caring)-strategy to prevent bullying

21 st Century Skills: critical thinking,
collaboration, communication, creativity,
problem-solving)

Today’s Organizing Concept:
Community
A community consists of a group or set that exists and interacts in the same area. If one thing (or part) changes or ceases to exist it can affect the rest of the community, possibly even changing the way the community functions.
Rationale: Responsible citizens make wise choices that strengthen the entire community.

A community consists of a body, group or set that exists and interacts in the same area. If one thing (or part) changes or ceases to exist it can affect the rest of the community, possibly even changing the way the community functions.

Purposes of Town Hall Meetings
•
Conflict resolution
•
Reflections
•
Discuss feelings
•
Review procedures
•
Review content
•
Ice breakers
•
Direct instruction
•
Daily agendas
•
Lifelong Guidelines &
LIFESKILLS discussions
• Problem solving
• KWL
• Appreciations
• Goal setting
• Review of day
• Study trip reflections
• Energizers
• Introduce new content
• Plan Social/Political Action
• Inclusion of new students

 Procedure-going/returning
 Agreements
PASS
 Location (can vary)
 Physical symbol
 Talking tool/Microphone
 Appreciation Box/Bag-notes
 Ceremonials


Push in your chair.

Walk quietly to the circle .

Sit in listening shape.

Use Active Listening.







At the assigned time, bring materials to the meeting place.
Check with a partner to make sure you have everything you need.
Set a personal goal. Choose one action to move closer toward this goal.
Greet those sitting near you.
Listen for the starting gavel.
Be prepared to communicate your thoughts.

NO PUT
DOWNS
TOWN HALL
AGREEMENTS
RIGHT TO
PASS
COMPLIMENTS
ACTIVE
LISTENING
PERSONAL
SPACE

I appreciate it when you used the LG/LS of ____________ by________________________________________
______________
Signed: ___________________Date: ____________
This is a compliment for
___________________________________ who used the LG/LS of ______________________________ when he/she
_________________________________________________
Thank you from _____________________________________
________________ used the LG/LS of ___________.
He/She____________________________________
_________________________________________
From Fellow Citizen: __________________________

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CREATING CLASSROOM CONSTITUTION
OBJECTIVE~Students will:



Create a "working" Classroom Constitution that governs the classroom and supports school rules, policies, and procedures.
Develop a maximum of six positively stated rules or Classroom Standards.
Help edit and revise the final draft of the
Classroom Constitution.
 http://www2.scholastic.com/browse/lesson plan.jsp?id=187

Conflict Resolution/Problem Solving
Primary:
 We had some pushing and shoving in line today. Let’s talk about why that happened and how we can stand in line like a community.
Intermediate:
 I heard some put-downs being used on students today. We need to review the No Put
Down T-chart.
Middle/High School
 There was a fight in the hallway after 3 rd period. Let’s discuss the cause and brainstorm other ways to settle differences.

Trustworthiness: To act in a manner that makes one worthy of confidence
Truthfulness: To act with personal responsibility and mental accountability
Active Listening: To listen with attention and intention
No Put-Downs: To never use words, actions and/or body language that degrade, humiliate, or dishonor others
Personal Best: To do one’s best given the circumstances and available resources
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 9.1

 CARING
 COMMON SENSE
 COOPERATION
 COURAGE
 CREATIVITY
 CURIOSITY
 EFFORT
 FLEXIBILITY
 FRIENDSHIP
 INITIATIVE
 INTEGRITY
 ORGANIZATION
 PATIENCE
 PERSEVERANCE
 PRIDE
 PROBLEM SOLVING
 RESOURCEFULNESS
 RESPONSIBILITY
 SENSE OF HUMOR

Primary:
 “Citizens need to help one another. That is easier if we know each other’s names and some interests that we share. Today we’ll go around the circle and share a special day we remember.”
Intermediate:
 “Earlier this week you each shared a hobby or sport that is a favorite of yours. What was the closest match you could find among your classmates? A similar interest or activity?”

“Let’s watch a short clip of our site-just to remind you of your experience.:
 How would you evaluate this site in relation to the concept (________) we are studying? Share some examples that made the connection for you.
 Would you, or would you not, recommend this site to other classes. Why or why not?
 Compare and contrast this site to the last site we visited. Can you make some differentiations between them?

“We are leaning about some special ways to be good citizens-people who work together and help one another. Our special LIFESKILL for the week is
FRIENDSHIP. Today we are starting a T-Chart to help us understand what friendship looks like, sounds like, and feels like.”
FRIENDSHIP
Looks Like Sounds Like Feels Like

Teacher:
“I’d like to introduce Dijonne Brady. He just moved here from Virginia. Who is our student greeter this week? Please remember to introduce
Dijonne to all the your other teachers and to take him around the building. Let’s have you introduce your selves to Dijonne and share one thing he should know about you.
Student:
“My name is Corinne Jones. I am in the drama club because I like to act, dance and sing.”

Speaking & Listening: Comprehension and Collaboration
1.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
3.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
CCSS=Common Core State Standards

Speaking & Listening: Presentation of
Knowledge and Ideas
4.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
CCSS=Common Core State Standards

ELEMENTARY: know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice • consider the nature and evolution of constitutional democracies
INTERMEDIATE: describe the basic purposes of government and the importance of civic life
COMMENCEMENT: compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decisionmaking processes, citizenship roles, and political culture

 We’re All In This Together
(High School Musical)
 What Kind of World Do You Want?
(Five for Fighting)
 I Can See Clearly Now
(Jimmy Cliff)
 Lean On Me
(Michael Bolton)
 We Are Family
(Sister Sledge)
 What a Wonderful World
(Louis Armstrong)
The Center for Effective Learning-S.E.E. (C) 2008

HERE ARE SOME MATERIALS
THAT SUPPORT THE PROCESS
OF, AND TEACHING ABOUT,
TOWN HALL.
PLEASE SELECT THOSE THAT
ARE AGE-APPROPRIATE FOR
YOUR STUDENTS.


The Center for Education in Law and Democracy is a non-profit educational organization offering programs for teachers and students through grants and contracts with national and state government and non-governmental organizations.
 http://www.lawanddemocracy.org/

CITIZENSHIP QUIZ
Test your knowledge about U.S. government, history and civics.
 Quiz 1 (short and you are timed) and
 Quiz 2 (longer and you are not timed)
You and your students can take these citizenship quizzes at: http://tinyurl.com/2vjnalh

 From Creating a Pioneer
Community to Living in the Wilderness, find teacher-approved pioneer town hall lesson plans that inspire student learning. ttp://tinyurl.com/32jsvgw

DIRECT DEMOCRACY
TOWN HALL LESSON PLANS

From “How Does School Work ?” to
“Just the Facts, Sir !”, find teacherapproved direct democracy, town hall lesson plans that inspire student learning.
 http://tinyurl.com/2vx2e3f




Download packets for past Exchange topics for use in your classroom today. Each packet includes a Town Hall Wall poster, lesson plan and student handouts for a 45-minute lesson.
Also, download Town Hall Posters http://constitutioncenter.org/ncc_edu_Past_Topics
.aspx

David Catrow http://www.twice.cc/WeTheKids/index.html
Jean Fritz http://teacher.scholastic.com/products/classmags/we_the_kids.htm

Town Mouse and Country Mouse





A short booklet on Vermont Town Meetings
This booklet was designed to teach students
(grades 3-5) about Vermont’s Town Meeting Day, its history and how it works today.
In addition to the text some fun puzzles are included to help teachers assess student learning.
In the teacher’s guide find discussion questions and classroom activities to supplement the reading materials and help children learn the value of participatory democracy and experience the concepts addressed in the booklet.
http://tinyurl.com/yhewt4c

National Geographic Expeditions


In this lesson, students will make decisions about buildings, businesses, services, and housing areas to include in the development of a new town.
After discussing essential elements of a self-sustaining community, the students will prepare a map and give oral presentations on different aspects of the new town.
 http://tinyurl.com/3xkjbtp



Young Yorkers Leaflets
Young Yorkers Leaflets are information and activity sheets on a variety of local history topics. Published between 1985 and 1999, the leaflets were written in both student and teacher versions. They were based on the concepts and skills of the New York State social studies program.
 http://yorkers.org/leaflet.htm

 CITIZENSHIP CEREMONY: Celebrate
Citizenship Day (also known as Constitution
Day) on September 28 th . Preparation work for your class to visit and take part in a local citizenship ceremony, welcoming new citizens and celebrating your students view of citizenship. http://tinyurl.com/dj9xqo
 School Council Constitution: 4 Tasks to develop a student council representative body http://tinyurl.com/dj9xqo

 What issues exist in your local community that also connect to your benchmarks and state standards?
 Brainstorm several problems.
 How can your students become involved in problem-solving in regard to these issues?

 Parliamentary Procedure

Active Listening
 Sharing a passion/point of view/surveys
 Develop Emotional
Intelligence & Empathy
 Community Building
 Critical Thinking
 Problem Solving
 Decision making
 Voting process

Defending one’s ideas
 Collaborative process
 Trust Building
 Public speaking

Technology skills

 After this webinar has ended, begin to brainstorm/plan/create your plans/ideas for holding class Town Hall Meetings.
 Allow your students to brainstorm their own ideas and see where the two merge.
 Hold TH Meetings on a regular basis and also as needed.

Rubrics for Evaluation:
Meetings/Collaborative Skills
 Rubrics thy Schrock’s Guide for Educators http://school.discoveryeducation.com/schrockguide/assess
.html#rubrics
 Rubistar: Create rubrics project-based learning activities http://www.rubistar.com
The Center for Effective Learning-S.E.E. (C) 2010



QUICK SHARE: "I Learned..." Statement: At the end of Town Hall invite your students to share either verbal or written reflections. “
I learned…" or “I feel. . . “and then complete the sentence. Teachers can use these written reflections to assess whether students have a firm grasp on the Town Hall Process
EXTENDED REFLECTOPN: There are several variations on this approach, but try posing a “Town Hall Question of the Week" with the class. Throughout the week, students should be given time to record or share their thoughts about the question. Encourage students to show their thinking through writing, charts, diagrams, or drawings. At the last THM for that week, provide time for a Gallery Walk/Share.

 Talk About It: Students give self-feedback, meaning that students can talk themselves through a problem or a question.
(Think of watching a golfer talk to himself as he lines up a shot.)
 Pyramid Discussions: This variation on a class discussion opens up opportunities to maximize student participation. The teacher poses a question to smaller groups that become gradually bigger as students exchange ideas with various partners before bringing the full class together for a large group discussion.
 Jigsaw Learning: Students are broken into a number of groups— each group focusing on a particular element that ultimately everyone will need to learn.
The Center for Effective Learning-S.E.E. (C) 2010

REVISIT YOUR

 Revisit the agenda. Do you have additional questions?
 Check your goal. Are you closer than you were at the start of the webinar?
 Note any new goals you may have .
that
The Center for Effective Learning-S.E.E. (C) 2010

“No one is born a good citizen; no nation is born a democracy.
Rather, both are processes that continue to evolve over a lifetime.
Young people must be included from birth.
A society that cuts off from its youth, severs its lifeline.”
~ Koffi Annan ~
2001 Nobel Peace Prize

Come One!
Come All!
Meeting
Adjourned
• Power Tools
• Reflections
• Standards
• Resources
• Intro
• Agenda
• Goal
Let’s Vote!
Come to
Order!
• HET Principles
• TH Origin
• Purpose
• Setting Up
Hear Ye!
Hear Ye!

B
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L
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The Center for Effective Learning-S.E.E. (C) 2010
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Schools Exceeding Expectations
“From Ordinary to Extraordinary”
Excellence in Education
April 27-30, 2010
Site: Columbia, SC
On-Site District: Richland School District Two
 Classroom visitations demonstrating Highly Effective Teaching (HET) in action
• Developing Effective First Teaching curriculum and instruction
Visit: http://www.thecenter4learning.com/html/events/2011/see.htm

The Center for Effective Learning-S.E.E. (C) 2008


Can’t be a community unless you act like one

Place to teach/practice/use
LG/LIFESKILLS

Vehicle for group development

Led by teacher at first but gradually release leadership to students (dep. on age)

Intelligence as a Function of Experience



Provide LARGE amounts of sensory input from experiences in the real world that transfer to the classroom
Design curriculum and instructional strategies that encourage practice and mastery in real-world situations; application greatly increases development and maintenance of neural connections
Participation in the democratic process at this level models future problem-solving skills

Body-Brain Partnership:
Emotion and Movement



“Emotion drives attention which drives learning, memory, problem-solving, and just about everything else.” Dr. Robert
Sylwester
Movement is crucial to every brain function including planning end executing plans, memory, emotion, language and learning. Many Town Hall
Meetings lead to Social/Political action projects which REQUIRE movement.
Participation engages the emotions and action – the spirit of “doing s omething” .
Students’ passions shine through!

~Howard Gardner~

Susan Kovalik & Associates

Susan Kovalik & Associates

EARS
EYES
HEART
UNDIVIDED
ATTENTION
YOU
Susan Kovalik & Associates

Susan Kovalik & Associates
PASS

Susan Kovalik & Associates