mentoringminds.com Summer School User Guide

mentoringminds.com Summer School User Guide

Summer School User Guide table of contents introduction to materials...2 session plans...3 extension activities using total motivation...8 vocabulary activities...10

introduction to materials Summer school is an important time to remediate, accelerate, or extend student learning. Due to limited time constraints, it is vital to focus on instruction that challenges students and bridges learning gaps. Total Motivation is a tool that will help with that process. Students achieve success when they make connections to prior learning and gain that stronger foundation. Following a program that provides hands-on learning and focuses on best practices, students can make gains that will help them be successful in their endeavors. Research supports that the more interactive the learning approach, the greater the student outcomes. A strong knowledge of content and thorough planning helps teachers construct meaningful and engaging lessons. In addition, a structured framework gives teachers a roadmap to remediate and accelerate learning. Research shows that successful concept attainment occurs when students participate in focused content instruction for at least 90 minutes each day. Ultimate learning occurs with repetition over a 25-day time span. Due to the limited and varied lengths of summer school programs, it is suggested that 2 standards per week be addressed to provide solid instruction and prior knowledge on which to build student success. Teachers must begin by assessing student proficiency to identify strengths and weaknesses. This can be achieved by the following methods: Analyzing prior student standardized testing results Utilizing data from prior benchmark assessments Administering a comprehensive grade-level appropriate pre-test Utilizing the results of testing, teachers can focus their instruction to identify approximately 2 standards per week that need remediation or support. The approach to learning should focus on concrete, hands-on instruction to provide a solid foundation for learning, as well as pictorial representations of the concept to assist in bridging the gap between concrete and abstract thinking. Then, as understanding and time allows, students can move to an abstract application of the concepts. The Table of Contents in Total Motivation Math is used to determine which unit best supports instruction of identified standards. Research supports that the more interactive the learning approach, the greater the student outcomes. Summer school instruction should be characterized by direct instruction and interactive peer activities. A gradual release model should be employed in which students are instructed on the focus standard, supported by group activities and practice, and then allowed to demonstrate mastery independently. 2 mentoringminds.com

session plans session 1 Session 1 Objective/Standard/Unit Focus 90 120 minutes Use Table of Contents to determine unit Getting Started [Teacher Edition]: Introduction Activity and Formative Assessment Vocabulary Focus Activity [Teacher Edition]: Reinforce focus standard vocabulary Instructional Activities Whole Group Small Group Partner Independent Practice Suggested Instructional Activity [Teacher Edition]: Choose one of the activities to support content. This activity should be one that is either whole group, small group or partner set up in nature. Guided Practice [Student Edition]: Work 2 examples with whole group including discussion; release students to work in pairs or small groups to complete the page. Formative Assessment/ Assessment Closure Formative Assessment: Monitor student discussion and adjust next day s instruction as needed. Exit Ticket: Have students share one true statement as it relates to the objective. Ex: 4 2 and 2 4 show the Commutative Property of Multiplication. Suggestions: Utilize the online component incorporating a whiteboard or projection device to model, think aloud, and introduce components in each teacher edition unit (e.g., Introduction, Vocabulary) and components in each student edition unit (e.g., Critical Thinking, Assessment) prior to making assignments or while working in tutorial settings to provide intervention. For more information on How to Combine Print and Online in the Classroom: http://www.mentoringminds.com/total-motivation-resources/ wp-content/themes/theme-tomo2/resources/tomo-imp_you_have_both.pdf Summer School 2017 User Guide 3

session plans session 2 Session 2 90 120 minutes Objective/Standard/Unit Continue with standard and unit from Session 1 Focus Children s Literature Connection [Teacher Edition]: Choose a book from list to support focus standard. Review Vocabulary: Choose a vocabulary reinforcement activity from the suggested list found in User s Guide. Instructional Activities Whole Group Small Group Partner Independent Practice Suggested Instructional Activity [Teacher Edition]: Choose a different activity to support the focus standard. This activity should be one that is either whole group, small group or partner set up in nature to facilitate discussion and interaction. Independent Practice [Student Edition]: Assign the content either online to take advantage of Progress Monitoring or in the print Student Edition. Formative Assessment/ Assessment Closure Formative Assessment: Use results of Independent Practice to determine levels of concept attainment. Journal Activity [Student Edition]: Assign the Journal Activity in the print Student Edition. Suggestions: Project Student Edition pages onto whiteboards and guide students (entire class, small group) to engage in academic conversations when discussing the displayed page (e.g., actively listen, add on to ideas, and cite evidence for their thinking; analyze and evaluate evidence; make judgments based on viewpoints of others, interpret information and draw conclusions). For more information on Integrating Critical Thinking: https://www.mentoringminds.com/media/wysiwyg/pdfs/ ToMo-Max_Integrating_Critical_Thinking.pdf 4 mentoringminds.com

session plans session 3 Session 3 Objective/Standard/Unit Focus 90 120 minutes Use Table of Contents to determine unit Getting Started [Teacher Edition]: Introduction Activity and Formative Assessment Vocabulary Focus Activity [Teacher Edition]: Reinforce focus standard vocabulary Instructional Activities Whole Group Small Group Partner Independent Practice Suggested Instructional Activity [Teacher Edition]: Choose one of the activities to support content. This activity should be one that is either whole group, small group or partner set up in nature. Guided Practice [Student Edition]: Use questions from the Student Edition and the Whiteboard Feature to play Four Corners. See instructions in the User s Guide. Formative Assessment/ Assessment Closure Formative Assessment: Monitor student discussion and adjust next day s instruction as needed. Turn and Tell: Students turn and tell their neighbor something new they learned today. Suggestions: Use a variety of probing questions that encourage students to demonstrate their thinking; ask questions that require students to think or dig deeper into the issue or problem; reinforce, redirect, and lengthen wait-time during questioning to improve intellectual growth in thinking. Engage students in interactive activities to promote peer collaboration. For more on teaching students to Think Critically: https://www.mentoringminds.com/media/wysiwyg/thinkcritically.pdf Summer School 2017 User Guide 5

session plans session 4 Session 4 90 120 minutes Objective/Standard/Unit Continue with standard and unit from Session 3 Focus Children s Literature Connection [Teacher Edition]: Choose a book from list to support focus standard. Review Vocabulary: Choose a vocabulary reinforcement activity from the suggested list found in User s Guide. Instructional Activities Whole Group Small Group Partner Independent Practice Suggested Instructional Activity [Teacher Edition]: Choose a different activity to support the focus standard. This activity should be one that is either whole group, small group or partner set up in nature, to facilitate discussion and interaction. Independent Practice [Student Edition]: Assign the content either online to take advantage of Progress Monitoring or in the print Student Edition. Formative Assessment/ Assessment Closure Formative Assessment: Use results of Independent Practice to determine level of concept attainment. Journal Activity [Student Edition]: Assign the Journal Activity in the print Student Edition. Suggestions: Student conversations can be an excellent strategy for increasing motivation, fostering intellectual interaction, and building democratic discussion habits. Careful planning by teachers ensures that conversations maintain focus. Academic classroom conversations challenge learners to develop cognitive processes such as critical thinking, reasoning, and evaluative thinking while engaging in analytic discussions. For more on Fostering Conversations: https://www.mentoringminds.com/ media/wysiwyg/pdfs/tomo-max_integrating_critical_thinking.pdf 6 mentoringminds.com

session plans session 5 Session 5 Objective/Standard/Unit Focus Instructional Activities Whole Group Small Group Partner Independent Practice 90 120 minutes Use Table of Contents to determine unit Vocabulary Review: Combine vocabulary from both units for the week. Choose an activity from the list in the User s Guide. Complete following independent Assessment as needed: Extend Learning: Motivation Station or Critical Thinking [Student Edition] Remediate Learning: Intervention Activity [Student Edition] Formative Assessment/ Assessment Closure Assessment [Student Edition]: Assign both Assessments from the week s learning, either online to take advantage of Progress Monitoring or in the print Student Edition. Play Snowball: On a sheet of paper, have each student write something that is still unclear from this week s learning. Have students wad the sheets into balls and throw them to the front of the room. The teacher can then read aloud and answer as needed. Suggestions: Use data to identify standards that need focused practice. Determine whether learning gaps are a result of teacher error or due to student misunderstanding. Use instructional alternatives found in the Teacher Edition to provide direct instruction. Form groups of students with common needs and provide corrective instruction. For more information on Using Total Motivation to Improve Student Performance: https:// www.mentoringminds.com/media/wysiwyg/pdfs/tomo-max_integrating_critical_ Thinking.pdf Summer School 2017 User Guide 7

extension activities using total motivation Four Corners Label four areas within your classroom A/F, B/G, C/H, D/I. Use the Whiteboard Feature or a document camera to project a multiple choice question in full screen. Read the question. Have each student move to the corner that corresponds with the answer he/ she believes to be correct. Have them talk with the people in their group about why they believe that answer is correct. Have some students share out. Critical discussions may follow as to why an answer may or may not be correct. This also allows you to formatively assess where the level of understanding might be and gives the teacher an opportunity to clarify misconceptions. Luck of the Draw Choose a Guided Practice or Check for Understanding page from a unit. Using the Whiteboard feature or a document camera, project that activity page full screen. Divide the students into the number of groups that corresponds with the number of questions on the activity. Place these numbers in a cup (e.g.: if there are 5 questions, write numbers 1-5). Have one member from each group draw a number; this will be their question to solve. They must solve the problem and give a rationale as to why all answers choices are right or wrong. Allow everyone to have a chance to complete a question. Come back together as a whole group and answer the questions on the board if able. Have each student share his/her thinking, allowing others to listen, question, or challenge if they do not agree with the given results. This activity requires students to think critically and justify their responses. Plus, it requires them to evaluate others responses for accuracy. The Answer Is. The object of this activity is to have students create the answer choices for a given question. Using the Whiteboard Feature full screen or a document camera, enlarge a question so that the question is all that is displayed. Review the question with the students. Have them work in pairs or small groups to create 4 answer choices that will accurately answer the question posed. Have students share their possible answer choices and, as a group, determine if they are accurate in their thought process. Then display the actual answer choices and see how close the students are in their answer creation. 8 mentoringminds.com

extension activities using total motivation Roll Away Using one of the practice pages or an Assessment page, project questions full screen using the Whiteboard Feature or a document camera. It is best to choose an activity that has 6 questions. Give a student a number cube. Allow the student to roll the cube to determine which problem each person will solve. The person who rolled the number cube may solve the problem on the board, while the other students can complete the question in the print edition. Get to the Point This game can be used as a formative assessment to determine level of understanding for students. On index cards, record an idea related to the focus standard for the unit. For instance, a unit on Attributes of 3-Dimensional Shapes might include: rectangular prisms, cones, faces, vertices, etc. At the top of the index card write the idea or concept. Then, write numbers 1, 2, 3. Students select a card. Set the timer for 2-3 minutes. Have students question class members, and record a learning point related to that concept. Students can then share their results. Get to the Point Idea: Attributes of 3 Dimensional Shapes 1 2 3 Merry Go Round Divide students into 2 equal groups. Create an inner and an outer circle. Have students turn to face each other. Using the Whiteboard Feature or document camera, project a question from a unit. Have the inner group answer the question. The outer circle can either agree or disagree, giving reasoning for their stance. Have the inner circle move one person to the left. Repeat the process with the outer circle answering the question and the inner circle responding. The outer circle can move to the right following questioning. Summer School 2017 User Guide 9

vocabulary activities Find Your Match Write vocabulary words and definitions on index cards. Use the glossary at the back of the book to determine definitions. Give each student a card. Instruct them to move amongst the group trying to find the person who has the match. When each student finds a match, have the partners sit together. Once all words have been matched, have partners share their word and the definition to verify accuracy. Vocabulary Concentration Create sets of vocabulary words, a set of definitions and a set of visual representations of the word. Give each pair of students the set. Have them mix up the cards and place them face down. Have students take turns flipping over 3 cards. Once they create a match of all three vocabulary parts, they get to keep the set. If there is not a match, students turn the cards back facedown. The person with the most sets at the end of playing time wins. Dictionary Dash Have students use the glossary in the back of the book to find vocabulary words. Call out a vocabulary word. Have the first student to find the word stand up. Then have the student state the page number, read the word, and give the definition. Vocabulary Sketch Give students an index card for each vocabulary word addressed. Have students write the word on one side of the card. On the other side, have students sketch a visual that represents that word to them. For students to sketch, not draw, you may need to time them, allowing only one minute per sketch. Palm Reader Give each student the definition of a vocabulary word on a small piece of paper, much like a fortune in a cookie. Have students move around to find a partner to work with. Have partners take turns reading the definition, with the other partner identifying the vocabulary word. Once the process has been completed, have the students rotate to find a new partner and repeat the process. 10 mentoringminds.com

vocabulary activities Lingo Bingo Give students a 3X3 game board. Have each student fill in one free space of his/her choice. Then, have students fill in their boards with vocabulary words, using each word only once. Call out a definition. If students have the corresponding word on their card, have them cover it with a marker. Have the first student to get 3 across, 3 down or 3 diagonally stand. Check for accuracy of words to determine if the student is a winner. Then have students clear the game boards and begin a new game as time allows. Summer School 2017 User Guide 11

Notes 12 mentoringminds.com

P.O. Box 8843 Tyler, TX 75711 800.585.5258 mentoringminds.com