Learning-Focused Connections
Issue 46:  Week of  May 4, 2009
The LEARNING-FOCUSED Connections Newsletter is a weekly link to exemplary practice and ideas that will help you as an educator to increase achievement in your classroom and school. Some weeks there will be a mix of articles in the mailer; other weeks we will follow a theme. We are all working with the same goal in mind, continuous improvement in student achievement.
In This Issue
The Value of Reflection Meetings for Collaborative Planning
Tell It! Don't Always Read It!
Math and Music: A Geometry Example
Past Connections Articles
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LEARNING-FOCUSED Summer Institute on
Sustaining Exemplary Practices 

July 13-17, 2009
Greensboro, NC

Sessions include:  Training of Trainers and regular workshops at the Institute:

  • LEARNING-FOCUSED Strategies version 7 (regular sessions and Training of Trainer sessions)
  • Reading Comprehension Strategies and Assignments (regular sessions and Training of Trainer sessions)
  • LEARNING-FOCUSED Math (regular sessions and Training of Trainer sessions)
  • Differentiated Assignments (regular sessions and Training of Trainer sessions)
  • Vocabulary Instruction (regular sessions and Training of Trainer sessions)
  • Catching Kids Up with Acceleration (regular sessions and Training of Trainer sessions)
  • Scaffolding Grade Level Learning (regular sessions and Training of Trainer sessions)
  • Leadership, Balanced Achievement, and Accountability with Max Thompson
  • Starting and Sustaining Exemplary Practices with Max Thompson
  • Toolbox Training
  • Toolbox Administrator Training
  • Actualizing your Power Curriculum
  • Unlocking the Secrets of LEARNING-FOCUSED version 7 - a new book and 1-day workshop to provided for those trained in version 5 or 6 the latest information and exemplary practices in version 7!

Early Registration Fee:  $140.00 per person/day - includes all session materials except Training of Trainers Redelivery Kits and Support which are purchased separately.

Registrations after May 1, 2009:  $160.00 per person/day

Session and registration information now available at www.LEARNINGFOCUSED.com

Summer Institute Opportunities to attend for Free!

We now offer all participants an opportunity to attend two days of the LEARNING-FOCUSED Summer Institute for free!

All you have to do to attend two days of the Summer Institute for free is to submit a 3+ minute video describing why your school/district chose LEARNING-FOCUSED, the impact of LEARNING-FOCUSED in your school/district, success stories, highlights of implementing LEARNING-FOCUSED, and what it is like to work with LEARNING-FOCUSED. Videos can be submitted on VHS tape, Mini-DV tape, CD, or DVD. To qualify for free registration, videos must be received by June 1st (You have plenty of time!).

Ship video to:
LEARNING-FOCUSED
Attn: Video for Summer Institute Registration
132 Laurel Chase Drive
Blowing Rock, NC 28605

Offer does not include Training of Trainers Kits and Trainer Support - Registration fee only is free.
 
School and District Leaders: We have a second opportunity for you to attend two days for free!  Bring a leader, as your guest, from a school or district that has not implemented LEARNING-FOCUSED to the Leadership, Balanced Achievement and Accountability session and/or the Starting and Sustaining Exemplary Practices Session and you both attend at no charge. The leader must be a Superintendent, Assistant or Associate Superintendent, Director of Title 1, Director of Curriculum and/or Instruction, Director Professional Development, or Principal.

Session and registration information now available at www.LEARNINGFOCUSED.com
The Value of Reflection Meetings for Collaborative Planning
by Debbie Cargill

How does a school ensure the implementation of LEARNING-FOCUSED Strategies throughout the school? The LEARNING-FOCUSED Strategies model includes a recommendation that can help school leaders and coaches increase the chances of a successful implementation that is consistent and pervasive. In the initial implementation, administrators are encouraged to meet with all teachers who have been trained at least every 2-3 weeks. The conversation includes, but should not be limited to, the following questions:

  • What have you done recently as a result of the LEARNING-FOCUSED workshop? How often do you connect and use the strategies?
  • What is going well? What will you continue to try to add to your lessons?
  • What are you having to adapt or change to make it work?
  • What help or follow-up do you need?

For teachers, these reflection meetings provide a time to clarify expectations with administrators, reflect on their own practice, and hear what others are doing successfully (or struggling with). Administrators also have the opportunity to reflect, gauge the level of implementation, and move teachers in a different direction if necessary. Another purpose of these reflection meetings is to build teachers' capacity to work more efficiently and effectively and to set the expectation for increased collaboration between teachers. One of the important keys for successful implementation is to keep the conversation going. With a common language (LEARNING-FOCUSED), it is easier to keep the focus on learning and on what is working in the classroom.

Administrators want to keep the focus on improving instruction and to promote professional discussions about teaching. They also want to bring about lasting change in the classroom. Teachers typically want to model continuous improvement and to learn more about themselves and their students. One way to accomplish that is to continue the reflection meetings and begin to provide other opportunities for collaborative planning. It takes time, however, to develop strong collaborative relationships with peers. As administrators and/or coaches model this process, teachers will become more adept at these reflective practices and at working collaboratively. A goal should be to embed collaborative planning time into the organizational structure of the school to allow for continued professional growth and to enhance the implementation of the LEARNING-FOCUSED model.

In one elementary school, the principal kept the conversation going at the beginning of every meeting with teachers by sharing a "best practice" in the school. After initial reflection meetings with teachers, she began to meet with grade level teams to set expectations and to help the team develop group norms. During the first few months of the year, the principal or instructional coach met with the teams to be sure they were focused on the expected outcome and working well as a team. After a while, the teams became more efficient and effective in their work together. The outcome was a significant increase in student achievement after a year of successful implementation of the LEARNING-FOCUSED Strategies model.
Refresh your understanding of Reflection Meetings by referring the the Model Implementation section of any LEARNING-FOCUSED Strategies notebook.
Leadership, Balanced Achievement and Accountability
               
          Leadership, Balanced Achievement and Accountability            

What do leaders need to know?

Learn how to implement research-based exemplary practices in your school to attain exemplary student results. School and district leaders are provided with a comprehensive guide of exemplary practices essential to effective continuous school improvement initiatives. The result of Leadership, Balanced Achievement, and Accountability is increased achievement in your school!

Leadership, Balanced Achievement, and Accountability
SKU: 522
Categories: Leading Collection
Notebook: $25.00

Tell It! Don't Always Read It!
by Jennifer Partrick

Often, the way in which teachers share stories is by reading them, but telling a story is also a powerful way to introduce children to stories. Storytelling is an effective technique used to excite children about reading and the joy that stories can bring to their lives.

Storytelling immediately unites the storyteller and the audience in an emotional connection. The storyteller uses different devices to draw her students into the story. She makes eye contact with the participants. Sometimes the eye contact is held for short periods or longer periods for effect.

Storytellers also use their voices to create interest. Volume builds suspense. Storytellers raise or lower their voices to draw the participants into the story. Whispering forces the audience to listen closely and maybe wonder what will happen next. Using a loud voice is dramatic and jarring, which can create tension within the listener.

Pausing for just the right amount of time can cause suspense or even humor. Knowing when to pause to let a word or sentence take effect builds the story, leaving the audience wanting more.
Gestures help the audience to see the characters. Attributing specific gestures to characters brings them to life, helping the audience to see the characters clearly. Body movement, like leaning to or away from the audience is another way to connect to the audience and build suspense.

Sound effects are another important aspect of storytelling. Adding sounds for different actions helps to build the story, making it more interesting for the listener. Often, the audience will join in once they understand how and when the sounds are used.

Storytelling is another way to share stories with your students, and students of any age love listening to stories. The key is to use those techniques which will empower you as a story teller.
Math and Music:  A Geometry Example
by Denise Burson
Did you know that using music could help one learn super effectively and efficiently?

In an attempt to make the learning of mathematics more interesting and memorable,
Osceola County kindergarten teacher, Michele Weaver, uses music to convey mathematical concepts to her students. Miss Weaver has found that singing songs with her children imprints the content in their brains. She has found that music is a natural way for children to learn.

Research has shown that music connects the functions of the right and left hemispheres of the brain, so they work together and make learning quick and easy. Brain function is increased when listening to music, and studies have shown that music promotes more complex thinking. It can make connections between emotions, thinking and learning. (Davies, 2000). Gardner reports that using rhythm, chanting, and songs with students can increase their attention and interest while motivating them to learn (Gardner, 1985.)

Miss Weaver wants to motivate teachers to incorporate music, rhymes, chants, and songs in their classrooms. The following songs are some of the songs that she developed for her Geometry Learning Unit.

Geometric Shape Song By: Michelle Weaver
(Tune of: Are You Sleeping?)

(Teacher) (Students repeat)
I'm a Cube- I'm a Cube
I can be stacked- I can be stacked
I can also slide- I can also slide
But I can't roll- I can't roll

I'm a Cone- I'm a Cone
I can roll- I can roll
I can also slide- I can also slide
But I can't be stacked-I can't be stacked

I'm a Sphere- I'm a Sphere
I can roll- I can roll
I cannot be stacked-I cannot be stacked
And I can't slide-I can't slide

I'm a Cylinder-I'm a Cylinder
I can be stacked-I can be stacked
I can also slide-I can also slide
And I can roll, I can roll

I'm a Pyramid-I'm a Pyramid
I can slide-I can slide
I cannot be stacked, I cannot be stacked
And I can't roll, I can't roll

I'm a Rectangular Prism, I'm a Rectangular Prism
I can be stacked, I can be stacked
I can also slide, I can also slide
But I can't roll, I can't roll


Hand motions can also be used while singing to show what each shape can do. Arms can be crossed and sad facial expressions can be added when a shape can not roll, slide, or be stacked.

If music can set the stage for learning and helping children learn effectively and efficiently, what are we waiting for?

Refer to Connecting Exemplary Practices in Acquisition Lessons for more ideas on music and other mnemonic devices to help students retain what they have learned.

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Past Connections Articles
Past Connections articles are available through the archive tool of this newsletter. Please click here to view the resources.
 
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