Model Teaching Week

Day 4: June 12th

Conceptual Understandings and the Multiple Intelligences
Participants began the day in classrooms to experience the beginning of the day.  The primary students entered by giving their teacher a hug, handshake, or high five.  They then participated in a Town Hall Meeting and discussed how to give people compliments and appreciations.  Students were encouraged to share appreciations with one another.

The intermediate students began their day in a Town Hall Meeting, and then read a book by Carol McCloud titled Have You filled a Bucket Today.  They learned about the difference between "bucket fillers" and "bucket dippers" and were given a secret person to watch so that they could offer an appreciation and fill that person's bucket by the end of the day.

After the opening of the day, students began to work on projects that reflected many of the multiple intelligences. Intermediate students applied their knowledge of solar voltaics and began to build solar boats.  They then took the boats outside to determine whether the motors would run or if they needed to problem solve and reconfigure the solar mechanisms.

Primary students were given a great visual to understand how much water the average person uses in a day.  The average American uses about 100 gallons of water each day.  Students carried in 100 gallon containers to the classroom, and were amazed at the magnitude of  100 gallons!

Teacher participants left the observations in model classrooms to learn how to begin to write conceptual curriculum and to incorporate the multiple intelligences into teaching.  We were fortunate to have Amy Krause, Director of Curriculum and Instruction and JoAnn Wood, Social Studies Supervisor to help answer questions as teachers began to write conceptual curriculum. 

Teachers spent some time cutting up standards and rearranging them so that they could help students make connections between the big ideas in each curriculum area.  This was just a start to looking at curriculum...and much beyond stage one of implementation of the HET Model.

Day 3: June 11th

The Being There Experiences
The focus of Day 3 centered around providing students with being there experience was the BEING THERE EXPERIENCE.  Being there input occurs when real things are studied in their real world context.  They are different from traditional field trips because they should happen before a unit of study, and students have very specific procedures to follow.  When a student is immersed in a being there experience, meaningful learning takes place because all 19 senses are activated.  As a result, electrical and chemical activity in the brain is maximized.

Participants observed model teachers preparing the class for their being there experiences.  The Primary Class reviewed procedures to use digital cameras, to ride with chaperones, and to maximize their time at White Water and Sope Creek.  Intermediate students reviewed procedures and prepared to board the bus in order to take the trip downtown to the Solar Decathlon House on Georgia Tech's campus.

Student Photographer pictures from the Solar Decathlon house can be  found here.  Student Photographer pictures from White Water and Sope Creek Parks can be found here.

Immersion Areas
When students returned from their being there experiences, they began to work on projects so that they could show what they learned on the trip along with how this information connects with the overarching theme of the week:  cause and effect. To see images of students working on their immersion projects in the afternoon following the being there experience, click here.

Debriefing
After everyone returned and cooled off, students were busy working on their immersion areas and teachers were busy discussing the differences and similarities between a traditional field trip and a being there experience.   Click on the image to make it larger and to read what teachers believe regarding the similarities and differences between being there and experiences and field trips.

Day 2: June 10th

The students arrived today!  Students entered at 8:00 and were checked in.  Once all students had arrived, they were escorted to their classrooms where they met their teachers.  Our two model teachers took students on a tour of the room and began to build community immediately through inclusion activities.  Common items found in both the primary and intermediate classes were:

Procedures Boards:

Click on the images to view larger images.  Both Welcome procedures include directions to greet the teacher with one of the three H's (handshake, high-five, or hug), to find their spot, to greet their classmates/group mates, and to get started on their days.

While students and model teachers were getting acclimated to each other, the HET consultants were explaining to participants the theory and research behind setting up the emotional environment for learning. Participants were then prepared to complete their first classroom observation.  They entered the observation room of the classrooms and watched the model teachers building community.  Teachers were taking students on a tour of the room.  Students were encouraged to interact with different parts of the room.

Multiple Intelligences
Sheila Lade, Primary Model Teacher, facilitated a discussion revolving around a display of the different "SMARTS" or multiple intelligences.  They were then given a chance to identify their dominant "smart" by posting their name on the display with their intelligence

Multiple intelligences include:

*Word Smart (Linguistic Intelligence)
*Picture Smart (Spatial Intelligence)
*Nature Smart (Naturalist Intelligence)
*People Smart (Interpersonal Intelligence)
*Self Smart (Intrapersonal Intelligence)
*Body Smart (Bodily-Kinesthetic Intelligence)
*Logic Smart (Logical-Mathematical Intelligence)
*Music Smart (Musical Intelligence)

The Theory of Multiple Intelligences was developed by Dr. Howard Gardner over 20 years ago.  It has been refined throughout the years, but the central tenant that different intelligences account for a broader range of human potential and adults has remained.  Teaching to the different intelligences is an important component in HET.

Lifelong Guidelines
The Lifelong Guidelines provide a common language that helps to guide us in determining appropriate expectations for behavior that supports learning.  They set the stage for a safe and learner-friendly environment. Brenda Russell, Intermediate Model Teacher, introduced the lifelong guidelines with a wall display and a discussion of famous people who exhibited those lifelong guidelines.  Each of the famous people highlighted had an obstacle to overcome.   Each lifelong guideline also has a  non-verbal cue to help students remember the meaning.

The Lifelong Guidelines are:
*Truthfulness: 
*Trustworthiness
*Active Listening
*Personal Best
*No Put-Downs

Closing for the Day

Both classes prepared for their "Being There" Experiences that would take place on the following day .   Participants were able to see the way the model teachers set the stage for the Being There Experiences during the second observation of the day.  Preparation for the experiences took place during the afternoon Town Hall Meetings.

The Primary Class prepared to visit Six Flags White Water:  Atlanta for a behind-the-scenes tour with park officials to find out what the park has done to conserve water.  They would also visit Sope Creek Park to see water in its natural state and to enjoy a picnic lunch.

The Intermediate Class prepared to visit Georgia Tech's Solar Decathlon House. They would tour the house to discover many ways that alternative sources of energy (especially the sun) can be used to produce usable energy. 

For more pictures from the day, more explanations, and close-ups of displays and Australia, click here. 

Day 1: June 9, 2008

Model Teaching Week started off with participants from Cobb County Schools, South Carolina, and North Georgia.  Day 1 included an overview of the research supporting brain-compatible elements in the classroom, and a chance for teachers to watch the model teachers set up the physical environment.

Pictures can be found here.

Model Teaching Week: An Overview

Sope Creek, Varner, Clarkdale, Acworth Intermediate and Kennesaw Primary Schools are combining resources to provide a Model Teaching Week for our teachers. This intensive and often magical week provides an actual classroom setting demonstrating the elements of a program called Highly Effective Teaching (HET).  Many of Sope Creek’s teachers have been implementing components of the HET model such as creating a safe school climate and implementing performance based instruction.  This week will allow the teachers to fully understand the HET program and work toward our goal of raising student achievement.

The week is clearly structured to provide learning for both students and teachers. Each classroom of students is taught by an HET teacher.  The students become a critical component in the learning process and will experience a fully functional week of integrated conceptual curriculum.  While the HET teachers work in each of the classrooms with students, other associates will be working with the teachers. Teachers alternate between observing in the classroom and attending sessions to expand their knowledge of HET.  Our teachers will have daily opportunities to discuss classroom procedures and teaching techniques with the HET teaching associates.

We have asked student volunteers to attend Model Teaching Week Tuesday, June 10th through Friday, June 13th.  Students will attend class every morning from 8:00 a.m.-12:00 a.m, Tuesday, Thursday, and Friday.  Wednesday hours will be 8:00 a.m.-3:00 p.m. for our field trip.  Snacks will be provided daily.  Students will need to bring a lunch on Wednesday.   Students may be dropped off beginning at 7:45 a.m. in the carpool line and will be dismissed at noon in the carpool line.

We are very close to maximum capacity for 2008's Model Teaching Week, but  if you have questions or would  like more information, please contact Jessica Appleyard {Jessica.Appleyard@cobbk12.org} .

HET Overview with Linda Jordan

During the final day of post planning 2008, teachers at Sope Creek attended a day of staff development with Linda Jordan, HET (Highly Effective Teachers) Consultant and Coach.  She provided Sope Creek's staff and several teachers from Acworth Elementary an overview of brain compatible learning, effective teaching strategies, conceptual curriculum, Lifelong Guidelines and LIFESKILLS. 

The day served as an overview and as a kickoff for Model Teaching Week and to offer teachers food for thought before parting ways for the summer.

Sope Creek and Acworth Teachers receiving an overview of the HET Model from Linda Jordan.

Linda Jordan, HET Consultant and Associate Professor at Hope College and Martha Whalen, Principal at Sope Creek.

Model Teaching Week Q & A

What is Model Teaching Week?

Model Teaching Week is a model for staff development.  It is a week of instruction for our teachers that allows them to watch master teachers create a brain compatible classroom, to teach conceptual curriculum, and to ignite student curiosity and their inner scientists.  It is a springboard for implementing the Highly Effective Teachers (HET)  Model.

Is there research to support this model?

YES!  There is much research to support this model for student learning.  Teachers will participate in a text study of the book Exceeding Expectations:  An Educator's Guide to Implementation by Susan Kovalik and Karen Olsen.  All methods included in the text are research-based.

Is this a new education trend?

NO!  This model has been implemented since at least 1978.  The strategies that are implemented are based in brain research.  Many people/teachers have had some background knowledge in brain-based instruction.  This model takes at least three to five years before full implementation is reached. 

How were students chosen for participation in Model Teaching Week?

Parents volunteered to have their students attend after reading an article in the monthly newsletter (The Creek Chronicle) and after receiving emails from the PTA.  There will be 25 rising 1st, 2nd, and 3rd graders and 25 3rd, 4th, and 5th graders. 

Can I find more information about Model Teaching Week and Highly Effective Teachers?

YES!  Please visit Susan Kovalik, Inc. :  http://www.kovalik.com/home.htm
We will also be updating this site daily with Model Teaching Week happenings/events/lessons/wisdom from Model Teaching Week at Sope Creek!