A+User's+Guide

“Module Description” Level II Weekend Workshop – Parents: A User’s Guide Course number XPLC 5091 Number of credits 8 hours Earl DeMott, instructor edemott@odu.edu / earl.demott@vbschools.com / earldemott@gmail.com

- I. Understand and establish Developing Communicative Skills for the Community. - II. Display mastery of dealing with areas of teaching outside of the classroom; i.e., parent contact: ongoing conversation, understand that teaching involves more than delivering lessons and assessing and grading students. (Teacher to Parent) - III. Provide experience with dealing with parent needs while in the classroom – communication, educating and supporting. - IV. Involves students in setting learning goals and monitoring their own progress. - V. Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. - VI. Gives constructive and frequent feedback to students on their learning. - VII. Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. - VIII. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. - IX. Actively listens and pays attention to students’ needs and responses. - X. Collaborates and communicates effectively within the school community to promote students’ well-being and success. - XI. Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data, and documents that progress throughout the year. - XII. Provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of student growth. - XIII. Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.
 * Specific Learning Goals/Outcomes: **//By the end of this course, candidates will: //

Reading List Prior to Level II Workshop: Researched Reading (Borich) – Supports Objectives III, VI, VII, VIII, IX, X, XI, XII, XIII These readings are assigned to demonstrate the teacher candidate’s understanding classroom management practices, and the communication of this skill set to stakeholders outside of the classroom. Understanding practical implementation of strategies, rationale behind the use, and potential outcomes or reactions is an essential part of the communication to others about “what occurs” in the classroom. The teacher candidate must also comprehend the process of learning that takes place due to classroom procedures and class set up. The reading on the collaborative process keeps the student at the center of any communication. Together the readings focus on behavioural and academic processes, the understanding of these processes, and therefore, the ability to communicate them to stakeholders involved in the life of the student. These readings tied into the tasks described in the TASKS and ACTIVITIES section. Most significantly, however, the Borich reading ties in research with the abovementioned principles of teaching.

<span style="font-family: 'Times New Roman',serif;">Borich, G. D. (2014). //Effective teaching methods: Research-based practice// (8th ed.). Upper Saddle River, NJ: Pearson. (ISBN: 978-0132849609) During Workshop (Varies) – Supports Objectives I, II, IV, V, IX Numerous readings will be referenced via the following links discussed in the presentation:
 * Ch 3: Classroom Management I
 * Ch 4: Classroom Management II
 * Ch 12: Cooperative Learning and the Collaborative Process

The set labeled “Dramatis Personae” in the presentation includes the concept of the perception many may have of teachers, of parents, and of additional stakeholders in the educational development of a child. Although some of the links below are decidedly nonacademic, they are societally revealing in attitudes. Additional links in the set include legal issues/perceptions of stakeholders.  [|http://][|www.urbandictionary.com/define.php?term=teacher]  [|http://www.ratemyteachers.com][|/]  [|http://www.ratemyprofessors.com][|/]  [|http://][|www.urbandictionary.com/define.php?term=parents]  [|http://][|en.wikipedia.org/wiki/Parents]  [|http://][|www.quaqua.org/inlocoparentis.htm]  [|http://][|www.ehow.com/info_7941535_legal-rights-parents-school.html]  [|http://www.brighthubeducation.com/parents-and-special-ed/53667-legal-rights-parents-of-special-needs-students-should-know][|/]  [|http://][|www.ehow.com/info_8432842_legal-rights-responsibilities-teacher.html]  [|http://][|www.enotes.com/education-reference/teachers-rights][]

After Workshop (Varies) – Supports above Objectives at various levels (depending on the assigned reading) Additional Readings will be available as enhancement readings. They may include the following, or may be adjusted at teacher discretion. The main idea of the offering these readings is to assist the teacher candidate in focusing on an element of the subject matter in a researched reading. Readings will include examples on parenting as a general topic (in the examples below the “Helicopter” parent reading and the “pressured parents” reading) and one specific to the parent – teacher relationship. Although no assigned task is associated with the enhancement readings, it is presumed that the teacher candidate will read the items in order to extract a deeper understanding of the parent/teacher partnership as well as develop an overarching strategy to utilize in their own teaching. - **<span style="font-family: CenturyGothic-Bold,sans-serif; font-size: 10pt;">Are Helicopter Parents On To Something? ** <span style="font-family: Verdana,sans-serif; font-size: 10pt;">By Kim John Payne <span style="color: windowtext; font-family: Verdana,sans-serif; font-size: 10pt;">Extracted from the Simplicity Parenting February 2010 Newsletter. <span style="color: windowtext; font-family: Verdana,sans-serif; font-size: 10pt;">-Pressured Parents, Stressed Out Kids (Ch. 1) -**Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K–12 Education**
 * // Maria K. McKenna and Jessica Millen //**
 * // Learning Activities and Tasks (all 13 Standards are applied in each module) //**


 * // Module 0 : Prereading (Borich) //**

Introductory pre-assessment as a “Flip Index”, Review of Strategies (3-2-1)
 * // Module 1: WARM UPS //**
 * // This module focuses on the set up and philosophy behind communication and includes and explanation of effective communications protocol as well as practical uses of activities that can be applied to other lessons. The heart of the workshop is explored, and documentation and reflection of teacher practice in communication is discussed. Some review of the Borich readings is integrated into the module, as well as the teacher candidate requirements for items to turn in. //**
 * // Direct Instruction: Orientation of material and workshop set up. //**
 * // Interactive Activities: Flip Index, The “Mingle”, PowerPoint Notetaking, 3-2-1 //**
 * // Discussions: Philosophy of Communication and Partnership with Parents //**
 * // Assessments //**

Formative through discussions, Self Reflective Preassessment
 * // Module 2: Dramatis Personae //**
 * // This module moves into the defining of roles and highlights the individualization of members of a group. A one size fits all perception of teachers, of parents, of other stakeholders makes effective communication difficult if not impossible. The subcategorization of each group, with questions and purpose (or identification of concern) can help free up the process. This module, therefore, looks at underlying message of the communication, the types of defining (negative definition, categorization, and de facto definition) when addressing concerns. //**
 * // Direct Instruction- Definitions of groups, Realigning of Framing of Communication, Broad Groupings //**
 * // Interactive Activities- 4As Protocol, Cognitive Charting, Concept Theme Song //**
 * // Discussions- 4As small group and share out. //**
 * // Assessments //** –

Midstream assessment review with “3-2-1” Strategy
 * // Module 3: Communications //**
 * // The Communications Module breaks the message types into “the Good”, “the Bad”, “the Ugly” and the ominous “Communication by Proxy”. How each of those groups look is the centerpiece of discussion. Samples are provided and experiences and solutions are offered via a class share. Identifying the communication types provides direction in how to respond. //**
 * // Direct Instruction – Definition of types, providing samples //**
 * // Interactive Activities- Mingle Part II, Reverse Bullets, Salvage Yard, Reading the Void, True/False Opinion //**
 * // Discussions- Communication types, samples, and reactions //**
 * // Assessments //**

Self Assessment
 * // Module 4: United Front //**
 * // In this module, the material provides concrete positive reactions to any type of communication and any type of interlocutor the teacher may face. It focuses on establishing the concept of a United Front, and in doing so, breaking up the function of communication between all stakeholders into a “go to” guided question, the finding of commonalities, the strengthening of “reading and responding to” the conversation, recognizing the omissions of any communication (“incomplete investigations”), the creation of a philosophical approach to communication, and ultimately developing a plan of action that covers all aspects of creating positive partnerships. //**
 * // Direct Instruction – Development of a Plan of Action through a philosophical approach //**
 * // Interactive Activities– Guided Questions, Commonalities, Reading and Responding, Incomplete Investigation, Bookmark Wisdom, Plan of Action //**
 * // Discussions – Self Assessments and Reflection //**
 * // Assessments //**

Reflective Practitioners’ Sharing Task One: Notetaking on class handouts (Powerpoint Slides with Notes column) – To Be Turned in by end of class. Included in the notes: a. “Underlying Message”, “4As Protocol”
 * // Module 5: Go Figure //**
 * // “Go Figure” focuses on the application of the concepts discussed in the previous modules and focuses on using authentic case studies to decipher. As the conclusion to the workshop, the case studies will be read and explained and any clarification questions will be addressed. Finalizing requirements for the workshop and program will be discussed as needed. Application of teacher candidates’ individual responses will be a task to be completed after the dismissal of the workshop, however, some preliminary discussion may take place as time permits. By the end of the module, Task One Notetaking will be turned in for credit. //**
 * // Direct Instruction- Clarification, Recap, Case Study Introduction //**
 * // Interactive Activities- Questions as needed //**
 * // Discussions- Clarification Questions and Preliminary Sharing of responses to the case studies //**
 * // Assessments //**

Task Two: Four Case Studies Assessment: Brief Abstracts Assessing Parents’ Concern, Strategies to be employed by teacher, and a written response to the case studies due one week after the workshop by email.
 * // Module 6: Enhancement Readings //**
 * // Direct Instruction – N/A //**
 * // Interactive Activities – Optional Reading //**
 * // Discussions – N/A //**
 * // Assessments //**

PART II: Syllabus **Career Switcher Level II Teacher Training: “Parents: A User’s Guide”** Instructor: Earl DeMott Instructor E-mail:edemott@odu.edu Additional contact and links: earldemott@gmail.com / earl.demott@vbschools.com / www.careerswitcherssocial.wikispaces.com
 * 1) **<span style="font-family: 'Times New Roman',serif;">2. ** **<span style="font-family: 'Times New Roman',serif;">Career Switchers Program – Enduring Understandings **

//“Teaching standards provide a vision for the profession. They define what teachers should know and do. By creating a conceptual model for effective teaching, the standards establish a foundation upon which all aspects of teacher development from teacher education to induction and ongoing profession development can be aligned.”//<span style="font-family: Calibri,sans-serif; font-size: 11pt;">

The Performance Standards serve as themes that are highlighted during all Career Switchers program components, and these standards serve as the Enduring Understandings that will result from successful completion of the Career Switchers program. -**Performance Standard 1: Professional Knowledge** – The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
 * Performance Standard 2: Instructional Planning ** – The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.
 * Performance Standard 3: Instructional Delivery ** – The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
 * Performance Standard 4: Assessment of and for Student Learning ** –The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
 * Performance Standard 5: Learning Environment ** –The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
 * Performance Standard 6: Professionalism ** – The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
 * Performance Standard 7: Student Academic Progress ** – The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
 * Note: ** For a complete list of Enduring Understandings and their performance indicators, please see the “Enduring Understandings” section of the //Career Switchers Program Handbook//.
 * 1) **<span style="font-family: 'Times New Roman',serif;">3. ** **<span style="font-family: 'Times New Roman',serif;">Enduring Understandings in this Workshop: **
 * Performance Standard 4: Assessment of and for Student Learning ** – The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
 * Performance Standard 5: Learning Environment ** – The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
 * Performance Standard 6: Professionalism ** – The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
 * Performance Standard 7: Student Academic Progress ** – The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Borich, G. D. (2014). //Effective teaching methods: Research-based practice// (8th ed.). Upper Saddle River, NJ: Pearson. (ISBN: 978-0132849609)
 * 1) **4.** **Required Text:**

Prior to beginning this course, candidates should read the following chapter(s) within the Borich text:
 * 1) **5.** **Connections to Research:**
 * Ch 3: Classroom Management I
 * Ch 4: Classroom Management II
 * Ch 12: Cooperative Learning and the Collaborative Process
 * Note: Workshop Materials:** //Please find materials on class website listed above (Powerpoint: “Parents: A User’s Guide”located at the bottom of the page.) Handouts will include a Powerpoint Notes Packet to be turned in at the end of the workshop.//

This workshop will deal with the relationship teachers need to develop with parents, outline concerns from a parent's perspective, from a school's perspective, a nd develop responses to those concerns. This workshop will employ teaching strategies embedded into the PowerPoint, therefore providing practical application to the content (Communication with Parents). The agenda will include overviews and strategies, definition of stakeholders, analysis of the types of teacher-parent communication, presentation of positive techniques and strategies, and the review, evaluation, and practical use of authentic case studies.
 * 1) **6.** **Course Description and Outcomes**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">-Determine the theory and principles that provide a foundation for effective communication with all the school stakeholders. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">-Differentiate strategies and protocols to meet the needs and concerns of all stakeholders. <span style="font-family: 'Times New Roman',serif;">- <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Effectively communicate challenges, successes, and progress of the student to the stakeholders. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Understand and establish Developing Communicative Skills for the Community. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Display mastery of dealing with areas of teaching outside of the classroom; i.e., parent contact: ongoing conversation, understand that teaching involves more than delivering lessons and assessing and grading students. (Teacher to Parent) <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Provide experience with dealing with parent needs while in the classroom – communication, educating and supporting. -Involves students in setting learning goals and monitoring their own progress. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Gives constructive and frequent feedback to students on their learning. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Actively listens and pays attention to students’ needs and responses. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Collaborates and communicates effectively within the school community to promote students’ well-being and success. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data, and documents that progress throughout the year. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of student growth. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.
 * <span style="font-family: 'Times New Roman',serif;">Upon Successful Completion of this course, candidates will be expected to: **
 * <span style="font-family: 'Times New Roman',serif;">Specific Learning Goals/Outcomes: **//<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">By the end of this course, candidates will: //

- Performance Based Objectives
 * Performance Based Objectives and Competencies**

(B) //Behavior// = Candidates will: *Gain knowledge and understanding of an effective communication process by actively participating in classroom activities *Be able to apply their newly gained knowledge and understanding by assessing authentic case studies and developing a response to the examples (C) //Condition// = candidates will participate in class discussions, investigate all materials presented in class, and read/consider the implementation of all information regarding social parent-teacher communication by the end of the courses (D) //Degree of performance// = candidates will produce an analysis of four case studies and provide suggested response.

-Competencies

Career Switchers will be able to increase the effectiveness of the parent-teacher communication by developing and mastering a set of communication protocols that (1) identifying essential understandings of the communication, (2) defining essential content knowledge regarding data to provide, (3) supporting their stakeholders understanding of process utilized in the classroom in reference to the student’s progress, and (4) through designing communication strategies that encourage a positive and united front that leads to student success. <span style="font-family: 'Times New Roman',serif;">-Curriculum Relationships <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">This course specifically sets high expectations for what teachers need to teach and learn, with a particular focus on how to integrate these subjects through best research-based practices and through successful integration into other curricula areas that are part of the CS program. This course is designed to help teach educators how to raise academic achievement of their future students through age-appropriate, differentiated instruction, and through the communication of that instruction to all the stakeholders involved in the process.


 * 1) **7.** **Policies and Procedures:**

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">- Students are to attend all required hours. Unexcused absences will require student to retake the classes missed. <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">- Students are required to participate actively in class discussions and activities. However, it is important that students recognize that other members of class may have different experiences and background. All participation is to be respectful and inclusive of those around you. <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">- During class time, cell phones should remain in vibrate mode. Use of technology is reserved for in class activities. <span style="font-family: 'Times New Roman',serif;">- The material for this course will be presented to the whole class through the use of the class website. Students are expected to participate in all activities during the lesson, and questions and comments are welcomed. Students are encouraged to reference the at home readings (Borich) within the class. <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">- Course Readings: The Borich text should be read prior to the meeting of class (Chapters 3, 4, and 12)

**Candidates with Special Needs Information:** Old Dominion University is committed to ensuring equal access to all qualified students with disabilities in accordance with the Americans with Disabilities Act. The Office of Educational Accessibility (OEA) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. - If you experience a disability which will impact your ability to access any aspect of my class, please present me with an accommodation letter from OEA so that we can work together to ensure that appropriate accommodations are available to you. - If you feel that you will experience barriers to your ability to learn and/or testing in my class but do not have an accommodation letter, please consider scheduling an appointment with OEA to determine if academic accommodations are necessary. - The Office of Educational Accessibility is located at 1021 Student Success Center, and their phone number is (757)683-4655. Additional information is available at the OEA website: [|http://www.odu.edu/educationalaccessibility/]. In all course activities and assignments the honor system of Old Dominion University applies. By attending ODU, you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.
 * Honor Pledge:**

“I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned.”

Students shall comply with Old Dominion University’s educational mission. Students are expected to conform to rules of classroom decorum and inform the instructor and/or Site Director when any disruption to the teaching occurs. Students are expected to assume responsibility for their own classroom behavior and are expected to participate fully and positively in the teaching/learning process. Students do not have the right to engage in behavior that is disruptive or otherwise interferes with the learning of others (e.g., talking during lectures**//, using a cell phone//**, **//personal surfing on the web during class//**) or any misconduct that adversely affects instruction.
 * Code of Student Conduct:**

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">We understand that our members represent a rich variety of backgrounds and perspectives. The Career Switcher Program is committed to providing an atmosphere for learning that respects <span class="il" style="font-family: 'Times New Roman',serif; font-size: 11pt;">diversity <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">. While working together to build this community we ask all members to: <span style="font-family: 'Times New Roman',serif;">- share their unique experiences, values and beliefs, <span style="font-family: 'Times New Roman',serif;">- be open to the views of others, <span style="font-family: 'Times New Roman',serif;">- honor the uniqueness of their CSP peers and instructors, <span style="font-family: 'Times New Roman',serif;">- appreciate the opportunity that we have to learn from each other in this community, <span style="font-family: 'Times New Roman',serif;">- value each other’s opinions and communicate in a respectful manner, <span style="font-family: 'Times New Roman',serif;">- keep confidential discussions that the community has of a personal (or professional) nature, and <span style="font-family: 'Times New Roman',serif;">- use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the CSP community. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Assessment will be three pronged: diagnostic, formative, and summative. All activities in the workshop will be listed under “Our Use” in the PowerPoint, and include items from the following list (not an all inclusive list)
 * <span style="font-family: 'Times New Roman',serif;">Inclusivity Statement: **
 * 1) **8.** **<span style="font-family: 'Times New Roman',serif;">Assessments **<span style="font-family: 'Times New Roman',serif;">:


 * Diagnostic measurements will include:**
 * 1) a. Introductory pre-assessment as a “Flip Index”
 * 2) b. Midstream assessment review with “3-2-1” Strategy
 * 3) c. Reflective Practitioners’ Sharing

“Random Calling” Discussions, “Pair-Share”,Individual Conferencing, Reflective Practitioners Group work
 * Formative measurements will include:**

Task One: Notetaking on class handouts (Powerpoint Slides with Notes column) – To Be Turned in by end of class. Included in the notes: a. “Underlying Message”, “4As Protocol”
 * Summative measurements will include:**

Task Two: Four Case Studies Assessment: Brief Abstracts Assessing Parents’ Concern, Strategies to be employed by teacher, and a written response to the case studies due one week after the workshop by email.


 * Evaluation of each Module Specific Task**– Your submissions will be evaluated according to the rubric below (this relates only to the Summative Assessments above)


 * **Task** || **Excellent**
 * (3 pts.)** || **Above Average (2 pts.)** || **Average**
 * (1 pt.)** || **Below Expectations**
 * (0 pts.)** ||
 * **Task One / Notetaking** || Candidate shows understanding of the content through detailed notation. || Most (not all) of the items in the chart are appropriately assigned / explained. || At least half of the items in the chart are appropriately assigned / explained || Little to no understanding is evident in the submitted work. ||
 * **Task Two / Authentic Case Studies** || Candidate shows understanding of parent-teacher communication by offering a well thought out and developed analysis, response, and opinion to the case studies. || Most (not all) of the items in the case studies are well thought out or developed. || At least half of the items in the case studies are well thought out or developed. || Little to no understanding is evident in the submitted work. ||

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The instructor reserves the right to make modifications to this syllabus on an as-needed basis. All such changes will be made in the best interest of the students, and any changes will be discussed thoroughly during class meetings.
 * 1) **<span style="font-family: 'Times New Roman',serif;">9. ** **<span style="font-family: 'Times New Roman',serif;"> Notes: **

__ Addendum __

Instruction Sheet:

Welcome: Today you should receive the following materials.
 * 1) Syllabus (including the addendum)
 * 2) A Notes Packet for submission at the end of the workshop which corresponds with the PowerPoint presentation delivered in workshop
 * 3) Assignment sheet and grading criteria for summative evaluation
 * 4) Communications 1, 2, 3, and 4

NOTES PACKET: The items in red are instructional and correspond with the delivered PowerPoint. Use this page to follow the instructions in red (if applicable) and/or take notes and submit by end of workshop.

FLIP INDEX

THE MINGLE

3-2-1

UNDERLYING MESSAGE

NEGATIVE DEFINITIONS

4As

COGNITIVE CHARTING

CONCEPT THEME SONG

MINGLE PART II

REVERSE BULLETS

SALVAGE YARD

READING THE VOID

TRUE/FALSE OPINION

GUIDING QUESTION

INCOMPLETE INVESTIGATION

BOOKMARK WISDOM

PLAN OF ACTION

SOCRATIC SEMINAR

PLUS CHECK MINUS

<span style="color: #c00000; font-family: Calibri,sans-serif; font-size: 10pt;">Strategy: Flip Index Description: An Index Card / Piece of Paper folded in four even sections, and cut along one of the crease marks. Labeled for easy identification: 1a for the first rectangle, 1b on the opposite side for the same topic / 2a for the next rectangle, 2b on the opposite side for the second topic, 3a / 3b for the next set, 4a / 4b for the final set. Possible Uses: Terms and Definitions, Q & A, Question Depth (What, Who, When, Where, Why and/or How), Plus / Delta, Procedure / Suggestion, Warm Up / Exit Ticket, Rule/Example, Essay Parts (Hook, Thesis, Transition, Support, Transition, Support, Conclusion, Broad Statement), Other Our Use: Introduction / Flip Index 1a. Name, Schooling, Present Teaching 1b. Place the phrase: <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ Discussion Questions <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” on the back 2a. Best Parent Teacher Interaction, Real or Imagined 2b. Place the Phrase <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ Interesting Points <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” on the back 3a. Worst Parent Teacher Interaction, Real or Imagined 3b. Place the Phrase: <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ Useful Application <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” 4a. Suggestions for Successful Interaction 4b. Place the Phrase: <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ Need to Think About <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” Over the course of the workshop, use the b sides as labeled.

---  Strategy: <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ The Mingle <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” Description: Using the Already created Flip Index, select only one of the boxes, as your needs call for. Have students get up and find the appropriate person as your needs call for. Possible Uses: See uses from previous slide Additionally, use the Information as a grouping tactic, an information gathering tactic, and/or a commonalities / differences tactic. Our Use: <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ The Mingle <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” ---   Strategy: 3-2-1 Description: Either in discussion or notetaking, students are asked to use a 3-2-1 method to review material. This can be done in a number of ways, but, the first item should have three elements, the second two elements, and the third one element. Moreover, the items should get more difficult with the less items required. One standard option is the write down / discuss three new terms, identify two passages in which two of them are used, explain the meaning of one passage. Possible Uses: Review, getting in depth, exit ticket, entrance ticket, discussion point, springboard into lesson. Our Use: 3-2-1 1. With partner, provide concise definitions of three strategies employed today, provide two opinions on the procedure, provide one example of how you would apply it to your area of teaching. -
 * 1) 1. Using only box 1a, get up and find a partner who is not in the same teaching situation as you are. For example, if you have a teaching position in an elementary school, find a partner who is not teaching in an elementary school, but rather one who is in the middle school, the high school, or is presently without a teaching position. Alternatively, if partnering is difficult, and you are certified to teach one subject, find someone who is in a different content area.
 * 2) 2. Once a partner is found, sit by the person, and ask the questions on side A of the card. Feel free to write down the answers as needed.

Strategy: Underlying Message Description: Underlying Message is used when a presenter doesn <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ t directly state the point, but provides numerous examples. The Unstated Underlying Message is to be inferred by the students. This can be assigned as homework, as notes, as discussion points, but, in order to make the numerous examples more concise, there is a limit of one sentence in describing the point of the presentation. Possible Uses: Review, creating point of view, discerning example vs. topic sentence, could be used for difficult written texts. Our Use: Underlying Message 1. After going through the contents of this slide, write down in one sentence the main point being made through the examples. -  Strategy: Negative Definitions Description: A Negative Definition is what something is NOT. What remains, what is not spoken, is what something IS. Negative Definitions are fantastic ways to discern what is false in a definition. Possible Uses: Concepts, Discussions, Point of View Activities, Science Categorizations, Consensus Negotiations Our Use: -Try debunking false perceptions, rather than creating an eclectic list. -Try creating a negative definition set based upon the perception of the group you represent (i.e. the Common Thread decided upon in Step One) -Try coming up with a consensus on what the <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ real <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” definition is, based upon the opposite of your negative definitions. This is what remains. Did your final definition reflect what these lists <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ should be? If so, did you just debunk a perception and create an expectation? 4. One representative share with the group their answers.
 * 1) 1. Revisiting our Flip Index, Regroup into groups of 5, now based on one Common Thread. Decide on the commonality of all members (e.g. age, gender, subject taught, places traveled, interests, etc.) This is the thread you will use in Step Three.
 * 2) 2. Create a list of negative definitions of what the following is NOT. Parents, Teachers, Students, Administration
 * 3) 3. Consider the following goals for this activity:

-  Strategy: 4As Description: The 4As is a protocol born from the reading and interaction with texts so that readers can understand the author <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ s points on a deeper level. The 4As, however, can be easily adjusted to multiple modalities. The As stand for Agree, Argue, Aspire, and Assume. Often (if asking a student to mark up a text, these terms go on the side margin, followed by the commentary of the student). Occasionally, you might see abbreviated versions of these terms, e.g. AG for agree, AR for argue, AP for aspire and AS for assume). Possible Uses: Written side notes, oral focus (i.e. only focusing on points you Aspire to become, or only making comments of argumentation against certain points), discussion, teaching reading strategies, could be combined with the Flip Index.  Our Use:
 * 1) 1. Staying seated in the same groups, work individually on providing only one example for each of the question or concern types. Attempt to keep the examples from your own teaching experience, your own parental experience and/or your own school experience.
 * 2) 2. When everyone in group is more or less finished, share your examples.
 * 3) 3. Attempt to use the 4A protocol in your following discussion,

-   Strategy: Cognitive Charting Description: This is a get to know you type activity where it is yourself you are getting to know. Cognitive Charting is the placing various cognitive activities on a chart. The chart operates on a spectrum where 1 is minimal and 10 is the maximum for various categories. On one end of the chart is a term, on the second end is the opposite term. In reflecting on yourself, you place your best answer where it would fall, resulting in a series of bars. At different moments in the year, this chart can be revisited, and changes can be analyzed when the old chart and the newer chart are placed side by side. Possible Uses: Reflection, Building strategies, evidence of improvement, metacognition, skills improvement, evaluation of a project / task. Our use: -   Strategy: Concept Theme Song Description: Concept Theme Song is a device that works on association and memory. Essentially it is the playing of a song snippet while introducing a term, and each subsequent use of the term. Possible Uses: Assignment, Introduction of vocabulary, review game, playing snippet to <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ feed <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” answers to students, replaying snippets as transitions Our Use: Concept Theme Song -   Strategy: Mingle Part II    Description: After covering a lot of material, there is a need for a review of sorts, especially if the items are concept based. Letting the students rework / redefine / translate with their own personal experiences is essential in getting material to stick. This causes engagement. The teacher, who was ever present through the process of direct instruction now only floats to check for staying on task and /or field questions. Possible Uses: Review of difficult material, Work mingle into a break. Our Use:
 * 1) 1. Staying seated in the same groups, work individually on providing only one example for each of the question or concern types. Attempt to keep the examples from your own teaching experience, your own parental experience and/or your own school experience.
 * 2) 2. When everyone in group is more or less finished, share your examples.
 * 3) 3. Attempt to place yourself on the Spectrum Charts provided on the left.
 * 4) 4. Discuss the implications of your answers in your group. How do these orientations effect communication / view? Then discuss what spectrums would be most useful for your situation and/or for your student <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ s situation. Attempt to come up with six spectrums for the group, noting that the <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ opposites <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” do not need to be conventional.
 * 1) 1. As a class discuss the suggested <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ Theme Songs <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” while relating the group of people to the educational world.
 * 2) 2. Come up with three applications for your subject area.
 * 1) 1. Select three items covered thus far in the workshop
 * 2) 2. Get up and chat about those items with at least three different people.
 * 3) 3. Be sure to introduce yourself.
 * 4) 4. Be sure to give your personal experiences / ancedotal stories / grapevine wisdom / researched documents in your discussion.
 * 5) 5. When topic dies down, say your goodbyes and move on to the next partner, until a minimum of three mingles take place.
 * 6) 6. (Feel free to have larger groups, just bear in mind, everyone should have an opportunity to speak)
 * 7) 7. Let <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ s take a break.

-   Strategy: Reverse Bullets Description: Normally a presenter writes bullets in his/her PowerPoint. With Reverse Bullets, only the heading Is given and the audience provides the bullets. Possible Uses: Review, Engagement Our Use: Let <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ s do this slide <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">…. Read through example -   Strategy: Salvage Yard Description: When a product has good and bad points in it, students can have an issue with the bad portion, and <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ throw the baby out with the bath water <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">”. Salvage yard allows for a revisable work to be saved. Essentially, it is an identification of items that are good, those that can be revised, and those that need to be gotten rid of. There are many ways to do a salvage yard activity, but one way that seems to work well is the color coding system (green for good, yellow for needs modification, and red for get rid of) Possible Uses: Written work, conferencing, self assessment. Our Use: Salvage Yard -   Strategy: Reading the Void Description: What is not said is often stronger than what is stated. Reading the void specifically asks readers to read the message of what is not stated through words. After Reading the Void, one can ascertain a strategy to fill in the often important missing statements and make adjustments as needed. Possible Uses: Everyday. Our Use: After reading examples, groups are to ascertain what the void is and come up with a response. -
 * 1) 1. Read through Example analyze the text for worthy, salvageable, and wasted bits
 * 2) 2. Share your observations.

Strategy: True/False Opinions Description: Used as a discussion starter, True/False Opinion uses statements which are not verifiable facts, but rather opinions, and asks students to answer true or false. No correct answer exists, only the need to justify why the choice was made. True/False Opinions disallows fence sitters. Possible Uses: Discussion starters, Prepping for an essay Our Use: True/False Opinions Create a list of 10 True/False Opinion Statements which suggests the implication of each of these communications by proxy

-   Strategy: Guiding Question Description: A guiding question is an overarching inquiry, often decided upon by a group, and is designed to be the answer to any disputes. Going back to the guiding question usually means there is a decision to be made. A guiding question answers the <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ why are we here <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” question. It also reduces tangents. Possible Uses: Constantly. Our Use: Come up with a guiding question related to postive parent/teacher interaction and / or the contents of this slide.

-   Strategy: Incomplete Investigation Description: Incomplete Investigation is often counter intuitive to the teacher. It is essentially stopping the direct teaching of basic materials after motivating students to learn about a subject. It is sort of a cliffhanger of teaching, and encourages students to initiate further investigation, therefore engaging students in the process, increasing <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">“ ownership <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">” and usually increasing the retention of the material due to an experiential understanding. Possible Uses: Incomplete Investigation being used right now. Our Use: Incomplete Investigation being used right now. -   Strategy: Bookmark Wisdom Description: Bookmark Wisdom involves a physical product: a bookmark based upon the major concepts of a unit, area of study, etc. The idea is to get the students to have something that will visually remind them of the ideas covered in class. The bookmarks can be created by the teacher, by the students, or as a class. To add repetition, teachers can require the bookmarks regularly be brought to class. Be sure to not overwhelm the bookmark with information (it <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ s not formatted like a study guide), Throw a bit of lamination on them, and you got yourself a keepsake. Possible Uses: Unit review, Hook, Project work Our Use: Bookmark Wisdom -   Strategy: Plan of Action Description: Plan of Action is based upon previously reviewed material and answers the question what are you going to do. Usually used for more conceptual material, it is ultimately the shift between concept and practice. Possible Uses: Reflection, Metacognition, Application Our Use: Individually create a rough draft plan of action for the items on this slide. Some will take more time than others. -   Strategy: Socratic Seminar Description: See www.careerswitcherssocial.wikispaces.com for full description. Possible Uses: Discussions, review, student engagement, empowerment Our Use: Using all of the means discussed in class, conduct a Socratic Seminar trying to approach the situations presented. Students will be selected to be the moderator for each situation. -   Strategy: Plus Check Minus Description: Closing Shop is as much about finishing a job, as it is about preparing for the next day. Plus, Check, Minus is a quick way to assess what needs to be worked on in the future. The reason this is symbol based, and not grade based, is because A, B, C, D, etc have too much connotation, where the symbol system stays appropriately vague. Possible Uses: At home study, exit tickets, seeing where students feel they are, Day One Tactics to pre-assess all students on skill levels (incredibly helpful for all future lessons) Our Use: Review the slides and place a plus, check, or minus next to each item. At home, for study, start reviews with the minuses and work your way up to the plus. This is the study what you don <span style="color: #c00000; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ t know concept.
 * 1) 1. Write Notes as needed
 * 2) 2. Mark which items would make good bookmarks

Use the items Communication 1, 2, 3, and 4 in order to complete the workshop assignment: __Assignment will be due via email one week after conclusion of the workshop__ and be based upon the three segments above (i.e. the writing should have a paragraph detailing the concern, a written response to the parent, and a written opinion on the potential reactions to the response as well as the communication techniques employed). See Criteria for grading below

-Analysis of Parent Letter Exemplar analysis will include: reference to original text, commentary on tone and word choice, identification of any underlying message or reading of the void, comments on the situational context of the letter, and speculation on expected response. (There are five items included and all items should be embedded in paragraph form) -Response Exemplar response should consider the best course of action and be in the form of a constructed response to the communication. -Opinion Exemplar opinions should reference the response, comment on tone and word choice, identify any underlying message, comment on the techniques employed (considering the contents of the workshop), and speculate on the potential reactions. (There are five items included and all items should be embedded in paragraph form)
 * Communication 1 **

-Analysis of Parent Letter Exemplar analysis will include: reference to original text, commentary on tone and word choice, identification of any underlying message or reading of the void, comments on the situational context of the letter, and speculation on expected response. (There are five items included and all items should be embedded in paragraph form) -Response Exemplar response should consider the best course of action and be in the form of a constructed response to the communication. -Opinion Exemplar opinions should reference the response, comment on tone and word choice, identify any underlying message, comment on the techniques employed (considering the contents of the workshop), and speculate on the potential reactions. (There are five items included and all items should be embedded in paragraph form)
 * Communication 2 **

-Analysis of Parent Letter Exemplar analysis will include: reference to original text, commentary on tone and word choice, identification of any underlying message or reading of the void, comments on the situational context of the letter, and speculation on expected response. (There are five items included and all items should be embedded in paragraph form) -Response Exemplar response should consider the best course of action and be in the form of a constructed response to the communication. -Opinion Exemplar opinions should reference the response, comment on tone and word choice, identify any underlying message, comment on the techniques employed (considering the contents of the workshop), and speculate on the potential reactions. (There are five items included and all items should be embedded in paragraph form)
 * Communication 3 **

-Analysis of Parent Letter Exemplar analysis will include: reference to original text, commentary on tone and word choice, identification of any underlying message or reading of the void, comments on the situational context of the letter, and speculation on expected response. (There are five items included and all items should be embedded in paragraph form) -Response Exemplar response should consider the best course of action and be in the form of a constructed response to the communication. -Opinion Exemplar opinions should reference the response, comment on tone and word choice, identify any underlying message, comment on the techniques employed (considering the contents of the workshop), and speculate on the potential reactions. (There are five items included and all items should be embedded in paragraph form)
 * Communication 4 **

// Letter to Teacher from Parents. Assignment was reading background material which influenced the writing of the book ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif;">“ //// To Kill a Mockingbird. ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif;">” //// The seventh grade student was absent during the in class assignment and a short research assignment was given as an alternative make up homework. The website link ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif;">– //// although historically accurate ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif;">– //// provided detailed court transcripts of an alleged gang rape. //
 * // Communication 1 (Excerpt) //**

Ms. _____________, We are writing to request an alternative assignment for our child, ___________. ________ seemed uneasy about his homework today and asked us for an advice on how to approach it. When reading the article cited at the bottom of the assignment sheet, we were upset to find words such as <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">“ semen <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">”, <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">“ vagina <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">” and <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">“ penetration <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">” and degrading quotations from the trial. The very topic of rape seemed a bit disturbing. We understand that this trial is a great case study for racism and unfair treatment; however we also feel that the graphic nature of the article makes it too drastic for a 13 -year- old child <span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">…

// Letter to Teacher from Parent. This is after the Seniors in Jeopardy of Failing List was sent to all parents and students from guidance. This list is sent in late May; graduation usually takes place in mid-June. This letter, as well as the teacher ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// s response to the letter (not shown here) which involved the rational for the student ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// s name to be placed on the list (which was because a major project was due after the list had to go out and mathematically speaking if the student did not turn the assignment in, his grade could dip below the passing range. The parent Blind Carbon Copied all administrators. This letter and the following letters were placed in the teacher ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// s file. //
 * // Communication 2 //**

Dear Mrs. _____________, I have been alerted by Mr. ______ (guidance counselor) that there might be serious concerns regarding my child passing your class? I urge you to call to discuss any issues and concerns you have regarding my child, or email these to me so we can resolve whatever seems to be the problem. I do want to mention however, that I am extremely appalled that this late in the game so shortly before graduation, there seems to be a dire concern. So much as to jeopardize his graduating? All the hard work _______has poured out over the last 4 years to ensure compliance, keeping his grades up (he made honor student more than once), and here we are, so short before graduation, and I have not received a call or email from you. I have heard from _______(my child) that there are discrepancies in your grading practices that he has seen in your class, but I dont' know the details, and I always believe in hearing both sides. Please get in touch with me asap, as I am just now being made aware of this. This needs to be handled ASAP. Looking forward to hear from you soonest.

Thank you. (parent)


 * // Communication 3 //**

// Letter to Teacher from Parent. This is after a very frustrated student gave up on the lessons, the parent emailed the teacher for a conference, there was a telephone conversation, and a united front. // Mr. __________

Thank you so much for your return email and clarifying phone call. ___________tells me that she turned in her completed project, and even better, tells me that she was proud of her ability to complete the entire project prior to class. She told me that many students were still working on portions of it during the June 6 class when it was due. Regardless of the grade, she told me that she gave your final project her very best effort and feels proud of her submission. Thanks to your communication and our parental support, we took an overwhelmed and hopeless girl and turned her into a confident, proud of her efforts young lady. Words cannot express the gratitude for her fortune in getting such a caring teacher during high school. Please grade her project with your highest of standards. This is not an email begging for you to pass __________. It is simply an email of gratitude and admiration for an instructor who is daring to push children to be more than they imagine they are. As we discussed over the phone, we both have had teachers who required difficult to achieve things from us and we both remember their names! I believe that ___________ may have found that similar teacher in you, Please do not stop teaching. Our children need people like you in their lives.

Sincerely,

(parent)


 * // Communication 4 //**

// Letter to Teacher (and Administration) from Parent. This is from the second series of emails that went to the administrator regarding a child ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// s poor performance, and the grading practices of the teacher who gave zero grades for non-compliance of certain rules. Students could revise and resubmit work to replace the zero with a more appropriate grade. The teacher was never contacted by the parents, and only learned of the concern through the administrator sharing the email communication. Although more communication was sent and not shared with the teacher, this email represents what was shared. The first set of emails occurred at the start of the year. The second set of emails happened late in the year. This is the third email from the parents of that second set, and is the only one which included the teacher as a recipient ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">– //// and was a response to the teacher inviting a direct email to be sent regarding the student ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// s performance. The administration was CC ////<span style="color: #44546a; font-family: 'Century Gothic',sans-serif; font-size: 10pt;">’ //// d on the recipient list. //

// Hi Ms. _____: //

Hi Ms. _____: Thanks for the quick response. Listed below are the major points I need clarification on: Best, (Parent)
 * What SOL's address the use of your “rules”?
 * What are the grading guidelines for your HS? (I have grading guidelines for the school division)
 * What rubric was used to grade the task?
 * Are the students provided exemplars of a paper that follow all of your rules?
 * What is the purpose/rationale of your writing rules?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]