Second Year Teacher Induction

What makes being a second year teacher better than being a first year teacher? What has gone well for you? How have your grown?

 Was the activity that you just took part in

cooperative learning? Why or why not?

Discuss these questions with those at your table using talking chips.

 Used during a discussion Ensures that everyone will talk, and that no one does all the talking Each student gets an equal number of chips or coins (2-5) When student wants to talk, must put a chip (coin) in the center of the table Student must put a chip in the center of the table every time he/she contributes to the discussion When a students chips are all in the center of the table, he/she cannot talk again. When everyone has placed all of their chips in the center of the table, the chips are retrieved and the process begins again.

What are the four basic elements of cooperative learning? What are some of the strategies that incorporate the four basic elements?

What is Cooperative Learning?

Cooperative

learning refers to a set of instructional methods in which students of different abilities work together in small groups toward a common goal while being held individually accountable. The students in each group are responsible for learning the material being taught in class and also for helping their peers to learn.

 Positive interdependence Individual accountability Equal participation Simultaneous interaction

People learn by teaching Kids translate teacher language into student language Allows children to participate in safe question asking Provides opportunities for lots of practice

1. 2.

Teacher states the problem Students take turns consecutively contributing answers

Uses Beginning of a lesson to provide contentrelated teambuilding Beginning of a lesson to activate prior knowledge End of a lesson for sumarizing

 Names

of people in our induction group Things you remember about LFS

 Homonyms/homophones Ways to make 7 Words you can make from

cooperation

1s tell the 2s the four elements of cooperative learning 2s tell the 1s three cooperative learning structures we have practiced so far Talk together about how you can use these structures in your content area

Forming Cooperative Teams

Heterogeneous

groups Random groups Interest groups

 Teacher

assigns group members according to set criteria (i.e. mixed abilities, gender, social skills) Groups are formed using a random grouping strategy Students select their own group members Students select groups following general guidelines for membership established by the teacher Which way do you think is best?

 Produces

the greatest opportunity for peer tutoring and support Improves cross-race and cross-gender relations Makes classroom management easier Prevents to promotion of in and out groups within the class Reduces risk of having a loser team

Which do you think is best?

Allows of the students to participate Allows for partner work Avoids the odd man out of three in a group Allows for three different combinations of pairs

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Jessica Rathell Kirsten Wentz Brittany Hatfield Melissa Corn Emily Beyer Jacqueline Iannuzzi Andrea Wurtzbacher Kayla Steffens Dan Provence Jeff Fuhrman Kori Haines Kelly Danfelt Mary Cook

How many groups should we form?

How many people will be in each group? How should we arrange the groups?

1. 1 Jessica Stambaugh 2. 2Emily Geiselman 3. 3Kelly Peat

1. Jessica Rathell 2. Kirsten Wentz 3. Brittany Hatfield 3. Melissa Corn 2. Emily Beyer 1. Jacqueline Iannuzzi Andrea Wurtzbacher 1. Kayla Steffens 2. Dan Provence 3. Jeff Fuhrman 3. Kori Haines 2. Kelly Danfelt 1. Mary Cook

Is there anyone who should be moved? Where should Andrea go?

Jessica Jacque Kayla Mary Kirsten Emily Dan Kelly Brittany Melissa Jeff Kori

1s tell the 2s the size and composition of the ideal team.

2s tell the 1s some important things to remember when forming teams

Getting Acquainted Building a Team Identity Experiencing Mutual Support Learning to Value Individual Differences Developing Synergy

Arbor Day Alike and Different

1. 2. 3. 4.

Students number off Teacher asks a question Students put heads together Teacher calls a number

Uses: Master basic facts and information which have been presented through direct instruction Review for a test End of a lesson for closure

What is the capital of Vermont? What is the capital of Florida? What is the capital of Virginia? What is the capital of Wyoming? What is the capital of Nevada? What is the capital of West Virginia?

 The

four elements of cooperative learning

Improves the achievement level of students of all abilities Breaks down barriers to improve relations and acceptance of students from different backgrounds, including special education students. Encourages students to be more in charge of their own learning. Increases the amount of oral language used by the students Builds a community of learners within the classroom Improves retention of information Improves time on task and attendance

Improves interpersonal skills Provides students with feedback from their peers Builds self-confidence Increases motivation for learning Provides students with the opportunity to become resources for each others Improves students ability to work cooperatively in other areas

1. 2. 3. 4. 5. 6.

Partner #1 works Partner #2 checks Partner #2 works Partner #1 checks Pairs check Figure out what went wrong or agree that all answers are correct

Uses All content area subjects where worksheet practice is used

Number off as 1 or 2 #1 partner does an odd question #2 partner does an even question Check with the partners across from you after every two problems If you finish before your pair, do the openended question.

1.

Students work in teams of four.

All students put their pens in the center of the table.

1. 2. 3.

A student reads the question. The students seek the answer (from the book) and/or by discussion. The student on the left of the reader checks to see that teammates all understand and agree with the answer. When there is agreement, then all students pick up their own pens and write their answers in their own words.

4.

5.

Students progress to question two: the checker becomes the new reader; the person on her left becomes the checker.

Number off 1,2,3, and 4. Person 1 reads the first question Everyone looks for the answer Someone gives an answer Person 2 checks to be sure everyone agrees with the answer Once everyone agrees, everyone writes the answer down

1.

Class presentation Must be clearly focused so students know they are responsible for what is taught 2. Team Practice Prepares members to do well on the quiz Should continue until they are sure everyone can make 100% 3. Quizzes After one period of presentation and one period of practice Students may not help each other 4. Team recognition

Essential Question

What are compound sentences and how to I punctuate them based on their conjunctions?

1.

A compound sentence consists of two or more simple sentences joined together.

2. Compound sentences are joined with either coordinating conjunctions (and, but, or, nor, for, yet) or correlative conjunctions (eitheror, neither-nor)

3. A comma should be placed where the period would have been at the end of the first simple sentence: Terri loves to go swimming, but she doesnt like to go to swimming class. Either you take back what you said, or I will not stay here tonight.

4.

A compound sentence can also be formed without a conjunction by using a semi colon. One of my favorite sports is hockey; another is baseball.

Work with your team on the worksheet at your table. You may work in pairs or as a group of four. When you have all agreed on your answers, get out the answer sheet to check your work. If there are any that anyone has missed, design your own sentences to practice until you are sure everyone is ready for a quiz.

Try two of the cooperative learning structures we used in class: Talking Chips Round Robin/Round Table Numbered Heads Pairs Check Teammates Consult STAD Submit copy of the cooperative learning activites that you did with a brief reaction to how they went with your students.