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English Language Development Day 1 Summer Institute 2012 Slide 2 Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.wilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte Nadja Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/ Slide 3 Web Tool: Penzu 1.Launch your Penzu account 2.Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/ GETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works! http://www.youtube.com/watch?v=xQxS79QinMI http://nclti2012ci.ncdpi.wikispaces.net/file/view/ GETTING+STARTED+WITH+PENZU.pdf Slide 4 Housekeeping Sign-in Parking Lot Breaks/Lunch Norms Slide 5 Can We Agree? A ppreciation for one another E xchange ideas freely I nfluence what we can O pportunity to reflect U nite in purpose Slide 6 Pocket Guide Slide 7 Web References NC DPI Title III/ESL Website http://esl.ncwiseowl.org/ ELD Summer Institute Resources http://eldnces.ncdpi.wikispaces.net/ELD+Home WIDA http://www.wida.us/ ESL LinguaFolio Training Modules http://www.learnnc.org/lp/editions/linguafolio Slide 8 Technology Disclaimer The digital tools used during the course of the NCDPI Summer Institute 2012 have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the Summer Institute. Slide 9 Tool for Brainstorming https://bubbl.us/ User Name ____________ Password ________https://bubbl.us/ Tool for Note-Taking/Journaling http://penzu.com/ User Name ____________ Password ________http://penzu.com/ Tool to Collect Specific Information http://www.google.com/google-d-s/forms/ Tool to Post Notes http://www.linoit.com User Name ___________________ Password _________________________ Tool for Ranking a List of Items https://educate.intel.com User Name __________________________ Password __________https://educate.intel.com Tool for Animation https://educate.intel.com User Name __________________________ Password __________https://educate.intel.com BubbleUs Penzu Google Form Linoit Educate Voki Tools We Will Use: Slide 10 Learning Strands Data Literacy How to find, evaluate, and use data to inform instruction. Knowledge to gather, analyze, and graphically convey data to support decision-making. Connecting to Serve All Universal Design for Learning English Language Learners Academically and Intellectually Gifted RTI Problem-Solving Model Digital Literacy Embedded tools and resources Connections to Information and Technology Standards Slide 11 Did you attend the 2011 Summer Institute? 1.Yes 2.No Slide 12 Did you attend an ELD follow-up session in February or March, 2012? 1.Yes 2.No Slide 13 What are your responsibilities as part of the implementation team for your LEA/Charter? 1.I facilitate professional development for my LEA/Charter. 2.I advise on implementation of CC/ES for my LEA/Charter. 3.I am unsure about my role. Slide 14 How do you define the primary role of LIEP teachers in schools? 1.Pull-out ESL teacher 2.Coach 3.Co-Teacher or Teacher of Record? 4.Interpreter 5.PD facilitator 6.All of the above Slide 15 How do you incorporate the principles of Universal Design for Learning (UDL)? 1.UDL is part of every lesson. 2.UDL has not been discussed in my LEA. 3.I have just started to use UDL. 4.I am not familiar with UDL. Slide 16 How are ELLs included in Responsiveness to Instruction (RtI)? 1.My district/school does not use RtI. 2.RtI provides interventions to help determine when struggling students need EC services/identification. 3.RtI first establishes that core instruction is appropriate. 4.RtI considers LIEP services as core instruction. 5.All ELLs have interventions. 6.I am not familiar with RtI. Slide 17 Goals of ELD Summer Institute Practice strategies that integrate a variety of curricular resources for lesson preparation. Explore data literacy to inform practices for ELLs. Consider formative assessment that engages all students, including ELLs. Expand understanding and use of cognitively demanding language functions for instruction. Identify strategies and approaches that meet the needs of all students. Make connections between instructional practices and the teacher evaluation. Slide 18 Addressing Student Needs in an Era Of New Content Standards Slide 19 1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area? Slide 20 Purpose Year 1Year 2 Slide 21 Universal Design Slide 22 Slide 23 A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners. Universal Design for Learning (UDL) Slide 24 Response to Instruction NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching. Slide 25 Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) (Newton et al, 2009) Slide 26 Team Initiated Problem Solving (TIPS) Model (Newton et al, 2009) Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 27 Add this text to shapes in previous slide What is the goal?Is there a problem/challenge? If so, why does the problem exist, & what can we do about it? Hypotheses & Possible Solutions What are the actual elements of our plan? Develop Action Plan. Implement Action Plan Is our plan being implemented, and is it working? Evaluate and Revise Action Plan (Newton et al, 2009) Slide 28 Penzu Journal Entry Addressing Student Needs in an Era of New Content Standards What does that mean to you? Slide 29 Guiding Questions for PLCs What do they need to know? How do we know that they have learned it? What do you do if they have not learned it? What do we do when they already know it? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 30 What do they need to know? Tremendous learning required for ELLs The dynamic nature of teaching and learning for ELLs requires synthesis and use of wide range of pedagogy and curriculum resources Practice an ESL instructional strategy that benefits all students Language Objectives Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 31 ELD Curriculum Resources ELD Standards Can Do Statements Model Performance Indicators Features of Academic Language Discourse Complexity Language Forms and Conventions Vocabulary Usage Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 32 NC ELD SCS (WIDA ELD Standards) Slide 33 CAN DO Descriptors Slide 34 STRAND MPI Organization of MPIs in Standards Slide 35 Elements of a Model Performance Indicator Slide 36 Defining Features of Academic Language Slide 37 NC ELD SCS (WIDA ELD Standards) Slide 38 Creating Language Objectives Language Function Topic Support Slide 39 39 BREAK Please Return in: 15 minutes Please Return in: 15 minutes Slide 40 Animoto Video http://animoto.com/play/Fe5zRl3t0K40QojM hWfbrAhttp://animoto.com/play/Fe5zRl3t0K40QojM hWfbrA Slide 41 Practice Write Language Objectives in MPI format using Features of Academic language, ELD Standards, and Can Do Statements. Choose one from each cup. Slide 42 What do we need to know? Slide 43 Use the blue highlighter. Mark 3 or more best practices in content knowledge. Mark 3 or more best practices in pedagogy. Sample: Standard III, Element A In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area. Sample: Standard III, Element A In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area. Slide 44 What this means for me Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 45 LUNCH? Slide 46 Feedback from stakeholders indicates challenges related to monitoring the development of English as well as content mastery for ELLs. Measures of ELD specific to ELLs are limited and/or unfamiliar. Ensure interpretation of summative and formative measures of ELD are used to inform decision- making. How do we know that they have learned it? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 47 How is data used in your LEA/School? Success for ALL Achievement Demographic Program Perception ELD Success Achievement Demographic Program Perception Slide 48 Data Literacy and ELLs Types of Data Achievement Demographic Program Perception Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 49 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 50 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 51 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 52 ACCESS for ELLs Teacher Report Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 53 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 54 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 55 Five attributes to Ensure Effective Formative Assessment Learning Progressions Learning Goals and Criteria for Success Descriptive Feedback Self-and Peer-Assessment Collaboration Slide 56 Formative Assessment Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 57 Formative assessment is a process used by teachers and students during instruction the provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes. Council of Chief State School Officers (CCSSO) Slide 58 Is It Formative Assessment? Read the vignette provided. Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson. Discuss your thoughts with your neighbor. Share your thoughts with the group. Slide 59 ESL LinguaFolio Positive Reports from NC Teachers Can Do Statements based on NC ELP Levels and ELD Standards Free Training Modules Paper and Electronic Versions Slide 60 ESL LinguaFolio Reading Excerpt from a Self-Assessment Checklist Self-Assessment Checklist For: ___________________________________Developing-Level 3 Reading EXCERPT I can do this easily and well This is one of my goals I can follow written instructions to complete assignments and tests. I can understand information from charts, tables and graphs. I can use context clues to understand the meaning of words. I can find information I need for assignments in simple nonfiction texts or reference materials. I can understand main ideas and some details in paragraphs, if there are pictures, illustrations, or familiar words to help me. I can put pictures and/or sentences in order to show the main idea of a story I can read and understand a book that I choose. Source: Reading Section from an ESL LinguaFolio Self-Assessment Checklist http://tinyurl.com/ESLLinguafolio Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 61 How do we know they have learned it? Use the pink highlighter. Mark 3 or more best assessment practices. Mark 3 or more best practices in the use of data. Sample: Standard I, Element A Teachers use various types of assessment datato evaluate student progress and to make adjustments to the teaching and learning process. Sample: Standard I, Element A Teachers use various types of assessment datato evaluate student progress and to make adjustments to the teaching and learning process. Slide 62 What this means for me Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 63 1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area? Slide 64 Plus/Delta Feedback What worked well? What could be done differently! Slide 65 Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.wilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte Nadja Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/ Slide 66 English Language Development Day 1 Summer Institute 2012 Slide 67 Goals of ELD Summer Institute Practice strategies that integrate a variety of curricular resources for lesson preparation. Explore data literacy to inform practices for ELLs. Consider formative assessment that engages all students, including ELLs. Expand understanding and use of cognitively demanding language functions for instruction. Identify strategies and approaches that meet the needs of all students. Make connections between instructional practices and the teacher evaluation. Slide 68 Meeting the Needs of All Learners What are the implications for meeting the needs of all learners? RTI Problem- Solving Model AIGELLUDL Slide 69 In order to close academic English language and content gaps, ELLs must learn at a faster rate. ELLs may not have sufficient opportunities to practice the level of rigor necessary for success. Include more cognitively demanding language functions when planning language objectives for instruction. Also use the ELA Common Core Standards to inform learning expectations. What do you do if they have not learned it? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 70 Rigorous Language Objectives Language Function ELA Language Standard 5 Support Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 71 Universal Design Individualized Instruction Differentiated Instruction Universal Design Slide 72 UDL Principles Principal 1: Representation Principal 3: Engagement Principal 2: Action and Expression Slide 73 Principle I: Multiple Means of Representation The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities Represent Act/ Express Engage Slide 74 Multiple Means of Representation UDL Principle I Represent Act/ Express Engage Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 75 Judy Augatti Principle II: Multiple Means of Action and Expression Represent Act/ Express Engage Slide 76 Multiple Means of Action and Expression UDL Principle II Represent Act/ Express Engage Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 77 Principle III: Multiple Means of Engagement Represent Act/ Express Engage Slide 78 Multiple Means of EngagementMultiple Means of Engagement Multiple Means of Engagement UDL Principle III Represe nt Act/ Express Engage Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 79 Penzu Journal Entry What are the implications of these 3 principles for the classroom? Slide 80 What do we do if they have not learned it? Use the green highlighter. Mark 3 or more places that address differentiation. Circle in pen an area where you excel. Put a square around one of your personal goals. Sample: Standard IV, Element B [Teachers] understand that instructional plans must be consistently monitored and modified to enhance learning. Slide 81 What this means for me Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 82 ELLs may not be provided with opportunities for a rigorous and challenging academic program. Cognitive ability must be viewed independent of language proficiency. Address various levels of cognitive functions for each English language proficiency level. What do we do when they have already learned it? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 83 Cognitive Function Slide 84 Collaborative Culture Focus on student learning. Establish times and structures for PLCs. Foster shared power for decision-making. Include processes for reflection. Support relationship building. Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 85 What do we do when they already know it? Use the yellow highlighter. Mark 3 or more places that address the unique needs of gifted learners. Put a square around an area where you wish to improve in your services to gifted students. Sample: Standard IV, Element A [Teachers] adapt resources to address the strengths and weaknesses of their students. Slide 86 What this means for me Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 87 Serving All is a Process Slide 88 Celebrate Success! Slide 89 Goals of ELD Summer Institute Practice strategies that integrate a variety of curricular resources for lesson preparation. Explore data literacy to inform practices for ELLs. Consider formative assessment that engages all students, including ELLs. Expand understanding and use of cognitively demanding language functions for instruction. Identify strategies and approaches that meet the needs of all students. Make connections between instructional practices and the teacher evaluation. Slide 90 Spacer Slide 91 1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area? Slide 92 Do you feel prepared to train others in your LEA/Charter? 92 1.Yes 2.No 3.Somewhat Slide 93 Which do you feel most prepared to use to ensure a successful learning environment for all ELL students? 93 1.Use of a variety of resources to individualize instruction 2.Use of Formative Assessment 3.Use of data to inform and adjust my instruction Slide 94 I feel most prepared to teach others about the following: 1.Academic Language Slide 95 I have a better understanding about the connections between my teaching practice and the NC Educator Evaluator System. 1.Yes 2.No 3.Somewhat Slide 96 Plus/Delta Feedback What worked well? What could be done differently! Slide 97 Carolina TESOL Compassionate And Realistic Expectations for ESOL Students Do you like free things? Join us as mainstream and ESOL teachers collaborate to use proven strategies to increase academic proficiency during this one day conference. Sessions are designed to energize you with new ideas and hands-on strategies that you can put to work for your program and students. Sessions promise to be interactive and are sure to help expand your knowledge on a variety of topics related to content literacy, family involvement and an adult education strand. All teachers like free.....SEND 3 teachers and the 4 th comes for free. Breakfast is free, lunch is free, and there are free afternoon snacks. Lots and lots of free door prizes. UPSTATE, SC Laurens - June 26, 2012 CARE EASTERN, NC Thomasville - July 31,2012 CARE WESTERN, NC Asheville - September 8th CARE WESTERN, NC Charlotte - September 15th Slide 98 Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.wilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte Nadja Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/ Slide 99 Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide 100 Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Slide 101 What do they need in order to maximize their learning? Who are the gifted learners? Slide 102 Title Goes Here Some sort of bullets Some sort of bullets Some sort of bullets Some sort of bullets Some sort of bullets Slide 103 Title Goes Here Slide 104 Slide 105 Slide 106