Booker T. Washington High
Summer Training
2015
Session Titles
• Session 1 Part 1:
– Good First Teaching; Differentiation
• Session 1 Part 2:
– Modifications; Gender; Poverty
• Session 2 Part 1:
– Citing evidence; Higher-order thinking
• Session 2 Part 2:
– Lesson Planning; Classroom Management
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
5 minutes
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
5 minutes
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
4 minutes
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
3 minutes
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
2 minutes
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
1 minute
The topic that will be covered in this session
is Good First Teaching. Take five minutes
and free write all that you know (or don’t
know) about Good First Teaching.
Discuss
https://www.youtube.com/watch?v=YSPaLiTBL3E
What is this lesson on baseball missing?
Using EXACTLY 30 words,
define “Good First Teaching”
8 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
8 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
7 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
6 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
5 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
4 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
3 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
2 minutes
Using EXACTLY 30 words,
define “Good First Teaching”
1 minute
Using EXACTLY 30 words,
define “Good First Teaching”
Discuss
Good First Teaching (GFT)
1. 10% of the total amount of time of the class
2. Be clear
3. What is it that students should know and be
able to do at the end of the lesson?
4. How will you know they know and are able to
do?
Good First Teaching
GFT Methods
1. Activate prior knowledge
2. Motivational context to pique student interest/curiosity
3. Teach students chants/mnemonic device to ease memorization of key
facts/procedures
4. Display a historical timeline to offer a context for learning
5. Teach key vocabulary terms
6. Guiding students to make a prediction for what they expect will occur in a story,
experiment, or other action
7. Suggesting possible strategies for students to use during independent practice
8. Model activity students will be asked to complete
9. Model thought process
10. Allow students to contribute their own experiences that relate to the subject at
hand
11. I Do, We Do, You Do
12. Break a complex task into easier steps
13. Offer hints/partial solutions to problems
14. Use verbal clues
Now, watch the following video and decide the GFT method
you would use to yield better results. Be prepared to share
your method.
https://www.youtube.com/watch?v=8NPzL
BSBzPI
Reflection Time
• What are your questions? Thoughts?
• Rate your GFT skills (scale of 1 – 10)…how
do you know? Please provide evidence.
• What do you need to do to improve in this
area?
• What do you know now that you didn’t
know before?
Now….what problems do you see?
https://www.youtube.com/watch?v=NkQ58
I53mjk
What happened? Why weren’t Lucy and
Ethel successful with this task?
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
5 minutes
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
5 minutes
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
4 minutes
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
3 minutes
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
2 minutes
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
1 minute
Differentiation
What do you really know about
differentiating lessons? What is
differentiation? What is it NOT? Discuss
with a neighbor.
Discuss
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Formative
Assessment
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Formative
Assessment
Good First Teaching
Good First
Teaching
(frontloading
strategies)
Formative
Assessment
Differentiation
Ways to Differentiate
1. Process
2. Product
3. Content
Let’s look at the video again. Describe how you could have
differentiated this task.
https://www.youtube.com/watch?v=NkQ58I53mjk
Differentiation
• What is the relationship between DIFFERENTIATION
and MODIFICATIONS?
• What is the relationship between DIFFERENTIATION
and GENDER strategies?
• What is the relationship between DIFFERENTIATION
and high-yield strategies for students in
GENERATIONAL POVERTY?
Differentiation
See Learning Styles and Bloom’s Handouts
Differentiation
1. Basic (Knowledge and Comprehension)
2. Proficient (Application and Analysis)
3. Advanced (Synthesis)
4. Top Tier (Evaluation)
@Alisha Kiner
Basic
Knowledge and Comprehension Levels of Bloom’s
Knowledge
Arrange, Define, Describe,
Duplicate, Identify, Label, List,
Match, Memorize, Name, Order,
Recognize, Relate, Recall,
Repeat, Reproduce, Select, State
Comprehension
Classify, Convert, Defend,
Describe, Discuss, Distinguish,
Estimate, Explain, Express,
Extend, Generalized, Give
examples, Identify, Indicate,
Infer, Locate, Paraphrase,
Predict, Recognize, Rewrite,
Review, Select, Summarize,
Translate
@Alisha Kiner
Basic
Knowledge and Comprehension Levels of Bloom’s
Define metaphor, simile, hyperbole, and personification
in your own words. After paraphrasing each definition,
find one example of each type of these four types of
figurative language from the first act of the play (index
cards, quizlet, notebook paper, powerpoint, etc.).
@Alisha Kiner
Basic
Knowledge and Comprehension Levels of Bloom’s
Define metaphor, simile, hyperbole, and personification
in your own words. After paraphrasing each definition,
find one example of each type of these four types of
figurative language from the first act of the play (index
cards, quizlet, notebook paper, powerpoint, etc.).
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Application
Analysis
Apply, Change, Choose,
Compute, Demonstrate,
Discover, Dramatize, Employ,
Illustrate, Interpret,
Manipulate, Modify, Operate,
Practice, Predict, Prepare,
Produce, Relate, Schedule,
Show, Sketch, Solve, Use, Write
Analyze, Appraise, Breakdown,
Calculate, Categorize, Compare,
Contrast, Criticize, Diagram,
Differentiate, Discriminate,
Distinguish, Examine,
Experiment, Identify, Illustrate,
Infer, Model, Outline, Point out,
Question, Relate, Select,
Separate, Subdivide, Test
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Using only five photographs, predict what will happen in act 2 of
the play. Write only one sentence as a caption for each photograph
that illustrates your prediction. You must incorporate at least one
example of each of the following figurative language types:
metaphor, simile, hyperbole, and personification.
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Predict what will happen in act 2 of the play and produce a radio
commercial that only uses five sentences that will dramatize your
prediction. You must incorporate at least one example of each of the
following figurative language types: metaphor, simile, hyperbole, and
personification.
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Predict what will happen in act 2 of the play and produce a radio
commercial that only uses five sentences that will dramatize your
prediction. You must incorporate at least one example of each of the
following figurative language types: metaphor, simile, hyperbole, and
personification.
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Predict what will happen in act 2 of the play and sketch a storyboard
(or produce a movie trailer) that only uses five sentences to illustrate
and/or dramatize your prediction. You must incorporate at least one
example of each of the following figurative language types:
metaphor, simile, hyperbole, and personification.
@Alisha Kiner
Proficient
Application and Analysis Levels of Bloom’s
Predict what will happen in act 2 of the play and sketch a
storyboard (or produce a movie trailer) that only uses five
sentences to illustrate and/or dramatize your prediction. You must
incorporate at least one example of each of the following figurative
language types: metaphor, simile, hyperbole, and personification.
@Alisha Kiner
Reflection Time
• What are your questions? Thoughts?
• Rate your DIFFERENTIATION skills
(scale of 1 – 10)…how do you know?
Please provide evidence.
• What do you need to do to improve in this
area?
• What do you know now that you didn’t
know before?
You can’t tell by looking at a slice
of someone’s brain whether that
person is Black, White, Jew, or
Muslim, but you can tell whether
the person is male or female.
The Brain
Our job as adults is to
serve as external frontal
lobes. . .
The difference in WHAT men and
women can do is small. The
difference in HOW they do it is
LARGE.
Research
• By adolescence, a girl’s corpus callosum is 25 percent
larger than a boy’s. This enables more “cross talk”
between hemispheres.
• A girl’s prefrontal cortex develops earlier and is larger
than in boys. Girls also have more serotonin than
boys
• There are stronger neural connectors in the brains of
girls, and a larger hippocampus
The Minds of Girls
So What?!
•
•
•
•
Girls are able to multitask
Fewer attention span problems
Can make faster transitions between lessons
More detailed memory storage
The Minds of Girls
So What?!
• Creates better listening
• Better discrimination between among voice tones
• Greater sensory memory details in speaking and
writing
• Fewer impulsive decisions
The Minds of Girls
Research
• A girl’s brain experiences approximately 15% more
blood flow, which is located in more centers of the
brain than a boy’s
• There are more cortical areas devoted to verbal
functioning in a girl’s brain
The Minds of Girls
Research
•
•
•
•
•
Girls are better at sitting still
Girls are better at listening
Girls are better at tonality
Girls are better at mental cross talk
Girls are better at the complexities of reading and
writing
The Minds of Girls
What does all of this mean if you teach
girls? With your group, list at least 5
teaching strategies should be used when
teaching girls
observation
The very skills and
behaviors often
rewarded in schools!!
The Minds of Girls
observation
Girl behavior becomes the
gold standard. Boys are
treated like
DEFECTIVE GIRLS
Dr. Michael Thompson
PBS Series Author of
“Raising Cain”
Research
• Boys have more cortical area devoted to spatialmechanical functioning and half as much to verbalemotive functioning.
• Boys have less serotonin and less oxytocin
• Boys have less blood flow to the brain and tend to
structure or compartmentalize learning
The Minds of Boys
So What?!
• Boys want to move objects through the air.
• Balls, Airplanes, Little Sisters, Their Arms and Legs
• Boys are less likely “to talk about it”.
The Minds of Boys
So What?!
• Boys are more impulsive!
• Boys’ brains are better suited to symbols, abstractions,
and pictures
• The more words a teacher uses, the greater the chance
a boy will zone out
The Minds of Boys
What does all of this mean if you teach
boys? With your group, list at least 5
teaching strategies should be used when
teaching boys
What does all of this mean if you teach
mixed gender classes? With your group,
list at least 5 teaching strategies should
be used when teaching mixed gender
classes.
Teaching, Learning and
Discipline
Use lots of puzzles to foster perceptual and symbolic
learning
Promote leadership by using working groups and
teams
Verbally encourage quieter girls
Play physical games
Teaching, Learning and
Discipline
Take digital pictures of girls being successful at
math/science tasks
Use manipulatives in science and math
Generalize the meaning of their failures because they
interpret them as indicating that they have
disappointed adults, and thus of little worth
Teaching, Learning and
Discipline
Prefer inductive exercises
Prefer fictional books
Like role-playing activities in learning new concepts
Prefer to learn using manipulatives and objects
Hearing is 7 times more sensitive than the average
boy
Teaching, Learning and
Discipline
Typically navigate landmarks that can be seen or
heard
Small learning groups work well for girls
Story problems are a good way to teach Algebra to
girls
Girls like to talk about feelings and relating
characters when reading
Teaching, Learning and
Discipline
Are more likely to learn better if what is learned is
connected to the real world
Teaching, Learning and
Discipline
Use manipulatives that require boys to use fine motor
skills
Surround the room with books so boys get used to
their omnipresence
Make lessons experiential and kinesthetic – use
technology
Teaching, Learning and
Discipline
Use physical lessons so boys can work in a large space
Keep verbal instructions to no more than a minute.
Don’t layer instructions one after another.
Use male mentors and role models.
Expect healthy physicality and aggression among boys
at times.
Teaching, Learning and
Discipline
Create opportunities for boys to get up and move
around
Use brain breaks to revive boys during and/or after
rest states
Use visual dictionaries and play word games
especially on the computer
Teaching, Learning and
Discipline
Take them to the library and introduce them to male
role model readers and authors
Link screen time with study rewards
Can learn much more easily from chalkboard
instruction
Tend to prefer nonfiction
Teaching, Learning and
Discipline
Provide reading material that boys enjoy
Texts filled with spatial-kinetic action – sports,
science fiction, thriller and suspense
Graphic and visual in nature – graphic novels and
comics
Technical and mechanical books and articles on cars,
aerospace, sports magazines
Teaching, Learning and
Discipline
Without females present, will take more risks
Prefer deductive exercises
Thrive on competition
Teachers should use loud voices and be aggressive
Thrive better in violent stress
See their failures as relevant only to specific subject
area
Teaching, Learning and
Discipline
Tend to create structured teams
Are more likely to use abstract concepts like north,
south, and absolute distance when giving directions
Can not talk about feelings
Not motivated to study material unless it interests
them
Teaching, Learning and
Discipline
Formal terms of address work well
Enjoy stories with male protagonists
Less likely to do homework that is practice. Prefer to
be challenged.
Personalize items in classroom to increase his sense of
attachment
Reflection Time
• What are your questions? Thoughts?
• Rate your USE OF GENDER
STRATEGIES (scale of 1 – 10)…how do you
know? Please provide evidence.
• What do you need to do to improve in this
area?
• What do you know now that you didn’t know
before?
Poverty
• See handouts on POVERTY
Differentiation
• What is the relationship between DIFFERENTIATION
and MODIFICATIONS?
• What is the relationship between DIFFERENTIATION
and GENDER strategies?
• What is the relationship between DIFFERENTIATION
and high-yield strategies for students in
GENERATIONAL POVERTY?
Let’s Practice…
Create a lesson plan that illustrates both
Good First Teaching (GFT) and
Differentiation (modifies by using gender
strategies, poverty strategies, learning
styles, and learning levels).