Credit+3

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 * Credit 3 Option**

1. Refer back to the reflections you completed for sessions 1 & 2. Don't forget you can find an already working example from what you completed for Credit 1, & Credit 2. You can cut and paste what you have completed as a group, and add the following: 1. What is one question I still have per session, and 2. What is at least one resource (include link) that I can use to help answer this question. This resource can be anything that might be helpful to you!

Example to follow:

Brief synopsis of 5 sessions:

1. Session 5. Name of presenter. Title of their presentation. Write 1 sentence so that we know what the presentation was about. Add the following as an extension to that synopsis:


 * At least 1 additional question, and at least 1 additional resource as a step toward answering that question.

2. Read the assigned text (refer to syllabus), and write an academic response to the reading including the following:


 * 1 page reflection (max. 1 page)
 * Relate the reading to at least 1 aspect of the conference (e.g., key note or sessions) (max. 2 pages).


 * Relate the readings to your current (and/or prospective) work (2-3 pages).

3. Participate in an online community: Participate in an online discussion forum on topics from the day including keynote addresses, breakout sessions, and reading material. There will be 5 online prompts. You are required to select and respond to 3 or 4 online prompts. You are also required to respond to one other member of our online community. In order to respond, click on one of the prompts (e.g., Prompt 1, Prompt 2, etc.) This will bring you to a new page. Include your full name, write the prompt question underneath your name, and then post your response. Feel free to add links, images, etc. Let me know if you have any questions at all! Don't forget that on the home page of the wiki you can go to livebinder to access resources (and reminders) about each of the presentations! **You will notice that Prompt 1 & 2 are together.** So, if you choose prompt 1, you also have to complete prompt 2.

Here are the online prompts:

Prompts 1 & 2 : In relation to at least one of the presentations, what did you **learn** about facilitating change? This can be interpreted as within your classroom, school, community, or otherwise. Change can be cultural, academic, or otherwise. What does this look like in terms of specific steps? (This last part can be in bullet form). Max. 1 pg.

Prompt 3: Create a visual representation of how at least 2 sessions were related. This can be a graphic organizer (refer to credit 2), or you can be as creative as you wish in terms of other visuals. It is necessary to include at least 2 similarities and 2 differences. For instance, the key note sessions each discussed similar issues in relation to current challenges for educators; however, they did this from 2 very different perspectives. Feel free to brainstorm with your peers!

Prompt 4: Write 1 paragraph "problematising" an issue or perspective raised in at least 1 session. The intent of this is to enure we can see issues using a critical (not criticizing) lens. Think back to some of the questions raised during sessions 1 & 2.

Prompt 5: If you were to contribute to a session on leadership for 2013, how would your abstract read?

Prompt 6: Come up with 1 question of your choice to ask your peers. This is a critical thinking question, not a yes/no question. Answer your own question, and then invite your peers to also respond. Answer in a min. of 1 paragraph. If another student asks a question before July 8th, then please respond to their question in a min. of 1 paragraph. If another student doesn't respond, then please build on your answer and write a second paragraph. This is to encourage online dialogue!

Criteria for responding will be as follows: Have you extended the discussion from the space of a reflection practitioner (e.g., this is what resonates, or what is potentially problematic about the statement).

Due Date: July 17. No assignments will be accepted after this date! I REALLY encourage you to finish earlier!


 * __ By: Jill Bartholomew __**
 * __The following takes into account:__**
 * The synopsis/reflections of 5 sessions
 * A question for each
 * A resource for each


 * __#1. Sir Ken Robinson: Let the Learning Revolution Begin__**
 * Synopsis**: The Learning Revolution can simply begin with us doing our work differently! It is important to move from conformity, compliance and linearity to creativity, diversity and organic development! We need to personalize education and customize it to local circumstances. As the Death Valley analogy expressed…seeds of possibility are just waiting for the right conditions! People will grow if they are encouraged. If we change the climate, people will indeed respond!
 * Question:** What skills are necessary to effectively implement change?
 * Resource: __ http://www.mindtools.com/pages/article/newPPM_56.htm __** This link has a quiz to help you assess your change management skills. By using it, you can learn for yourself where your skills are strong, and where you need to develop new skills. It then guides you through the key areas of change management, and gives links to resources that you can use to further develop your change management skills.


 * __#2. Dr. William Skilling: Closing Global Achievement Gaps__**
 * Synopsis**: For innovation to begin, we must be willing to take risks. It is imperative to be creative and maybe even unconventional at times! We need to think outside of the box, despite what other might think, regardless of any potential backlash. Success is not final and failure is not fatal…it is the courage to continue that counts! All too often, we let so many barriers (financial, economical, etc.) stand in our way, when in reality…the person that says it can’t be done should not interrupt the person already doing it!
 * Question:** How can we bring the world into our classrooms?
 * Resource: [] ** This link is a great resource to educate tomorrows teachers for an interconnected world.


 * __#3. Nora Chahbazi: Literacy Instruction that Works: EBLI (Evidence Based Literacy Instruction)__**
 * Synopsis**: The focus of EBLI is to improve reading accuracy, speed and comprehension. It is based upon specific concepts and skills. In addition, it is based upon the belief that patterns exist throughout the English language and the human brain learns best by recognizing such patterns. Children and adults of all ages need the foundational information and skills of the English Alphabetic Code so as to be successful not only in reading and fluency, but in comprehension as well.
 * Question:** How does Ounce of Prevention work to strengthen Early Childhood Programs?
 * Resource: []** The Ounce shares findings with policymakers to encourage them to strengthen early childhood programs in their communities. They share best practices with early childhood professionals so they can better serve at-risk children and families.


 * __#4. Mike Cooper: Centering the Swinging Pendulum: Resources Versus Services in an Ever-Changing Educational Environment__**
 * Synopsis**: It is imperative that we work to meet the diverse needs of students with disabilities. We need to prepare them for life after high school as well as for college and/or the work force. That said, we need to have resources in place to assist with their ever-changing needs and those of the world around them. However, we must be careful that we create an environment of resources they can access when necessary rather than to enable them to become dependent upon services for their success.
 * Question**: How can we assist students in identifying their strengths as well as the areas in which they need assistance?
 * Resource:** [|**http://www.educationplanner.org/students/self-assessments/index.shtml**] This link has interactive self-assessments to discover what you're good at and where you may have room for improvement. Based on what you learn about yourself, you can pursue educational and career goals that bring long-term satisfaction.


 * __#5. Dr. Mike White: Breaking through Barriers of Poverty and Lack of Resources to High Achievement and Learning for All__**
 * Synopsis**: Sometimes we make a “mistake of the heart” and settle for substandard work. However, there is no reason to! Even students that are economically disadvantaged can be proficient and above! Therefore, we must change our belief system…fix it or get out of the way! It is important that we utilize assessments to improve something, not to prove something. In addition, teachers need to working together to do so, rather than independent contractors.
 * Question:** How can teamwork be promoted and supported by administrators?
 * Resource: []** This site shares several core attributes along with teamwork skill-sets.


 * __Nicole Lyman__**
 * lymann@e-hps.net**

Leadership Framework for Principals and Vice-Principals Part 1: Leader Practices and Competencies This is a nice chart that a leader can print out and have posted in their office. It details strategies for leading and working with a variety of stakeholders in the community.
 * __ 1) Sir Ken Robinson: Let the Learning Revolution Begin __**
 * Synopsis: ** In today’s world, we face the challenges of exponential growth. How does this rate of change affect our profession and the challenge of equipping our youth today to enter the careers of the future? We must stay current, relevant and allow ourselves to take risks to achieve the visions we cast.
 * Question: ** What are some strategies a leader can use to gain support for their vision?
 * Resource: ** []

Dan Meyer has a plethora of lessons and activities that move beyond the traditional paper-pencil-lecture type of math instruction. He incorporates the real world with higher order thinking. Many of his postings are available for immediate use or can be easily adapted into any classroom.
 * __ 2) Dr. William Skilling: Closing Global Achievement Gaps __**
 * Synopsis: ** We //must// understand the times we live in today and use creative boldness to achieve high results within a competitive world. We are cheating our students if we continue to teach using traditional methods. Best practices are continually evolving and we must have the vision and foresight to meet the demands on our global economy.
 * Question: ** Our global economy has put great emphasis on Math, Science and Technology. What resources are available to support innovative lesson plans that correlate with the new CCSS?
 * Resource: ** []

15 other schools have implemented the flipped concept and describe their experience with it. Unfortunately there is no hard evidence or data supported in the article, mere statements in support. I would love to find some comparative statistics on this concept before I make a final judgement on the idea.
 * __ 3) Meloney Cargill: Using a Flipped Classroom Approach—A Game Changer __**
 * Synopsis: ** Clintondale High School was facing increasing failure rates in all core areas. What they were noticing overall was the lack of homework coming in, causing frustration in a multitude of ways. Students were frustrated with the lack of resources to do homework outside of the classroom, parents were frustrated because they couldn’t help their child and teachers were frustrated because nothing was getting done. As a result, the “flipped” concept was implemented. The idea is for students to obtain the instructional component at home and complete the homework in the classroom where all necessary resources and expertise are available.
 * Question: ** Are other schools using the flipped concept? Have they been successful?
 * Resource: [] **


 * __ 4) Great Expectations __**
 * Synopsis: ** By incorporating 17 best practice strategies into each and every classroom, you can radically change the environment of your school. What I find interesting is how many high school teachers support a concept that incorporates a lot of elementary level ideas. It really makes you step back and look at these young adults and realize that they still have a lot of needs that are sometimes taken for granted.
 * Question: ** What training is available?
 * Resource: ** [|www.baisd.net] Of course the Bay Arenac ISD has posted information on upcoming training dates. We can also contact Connie Beson at Bay City Public Schools for further information and national news!


 * __ 5) Alicia Kubacki: Leadership & Common Core State Standards—Writing __**
 * Synopsis ** : Over the last decade our writing scores as a state have significantly declined. We need to shift our focus back to this discipline and retrain our students/staff. Alicia also explained how the CCSS present argumentative writing first, however we should not be fooled. Informational text should proceed the argumentative.
 * Question: ** What resources are available for non-ELA teachers? How can we make this easy for other teachers to incorporate writing strategies into their curriculum?
 * Resource: ** [|www.livebinder.com] In the summer academy’s live binder we can find rubrics and sample articles that easily depict the varying degree in grade level. Teachers can also use the informational charts and graphs in their lessons.



__Michelle Scott__ __meshell27@chartermi.net__
 * 1. __Dr. Mike White: Breaking Through Barriers of Poverty and Lack of Resources: Continuing the Conversation Informally with Mike White__**
 * Synopsis:** Dr. White discussed how student engagement is very powerful. If you honor the students interest, they will honor your lesson. Dr. White also discussed "Data Teams", which examine students assessments.
 * Question:** How do you incorporate data teams into PLC time?
 * Resource: __Data Teams: The Big Picture-Looking at Data Teams Through A Collaborative Lens by Mike Whit, Ph.D., Ainsley Rose, Angela Peery, Ed.D, Barb Pitchfors........__**
 * 2. __Cathy Hamilton: Creating a Safe, Inviting Master Taught Classroom: Classroom strategies that make a difference in the life of a child of poverty--in the life of any child__**
 * Synopsis:** Dr. Hamilton shared critically thinking strategies for teachers and principals to use when responding to a "situation".
 * Question:** Where can I find out more about the teaching strategies that give hope and help to teachers as they partner with children toward a stellar education.
 * Resource:** www.cathyhamilitonassociates.com -- This link provides many books and references and also provides the information to have Dr. Hamilton present in your district.


 * 3. __Tim Marciniak, Margy Dewey, and John Sanford: What's Working In Our Schools: Great Expectation__**
 * Synopsis:** The presenters discussed how their schools took big risks to change the culture of the school with a new behavior/culture plan.
 * Question:** Where did you receive your training?
 * Resource:** www.greatexpectations.org --This site provides information about Great Expectations, training information, and resources.


 * 4. __Melissa Kaczmarek: Common Core State Standards for Reading: Making the Shift__**
 * Synopsis:** CCSS are standards, not curriculum. They should be supported with a content rich curriculum. The CCSS do not define everything that should be taught or assessed in the classroom or at a district level.
 * Question:** Where can I find the CCSS and a breakdown of each?
 * Resource:** www.missionliteracy.com This link list the CCSS, professional development information, and resources
 * 5. __Horatio Sanchez: Brain-Based Instruction__**
 * Synopsis**: Horatio said the Brain comprehends through concrete sensory processing done by the body. Sensory input impacts brain processing, so use senses to aid in the learning process.
 * Question:** How can I connect with each of my students so their learning is maximized to their greatest potential?
 * Resource: __A Brain-Based Approach to Closing the Achievement Gap by Horatio Sanchez,__** this book provides a comprehensive approach that will help teachers and schools close the achievement gap.

Eric Albright Five Additional Questions and Resources Assignment

**Jennifer Brown, Bullock Creek High School Counselor**
jennifer.brown@bcreek.k12.mi.us RESPONSE TO PRESENTERS AND GROUP WORK:

SYNOPSIS: Sir Ken presented on our ever-changing education system. He talked about the challenges we as educators will be facing in the upcoming years. His deep investment in education was evident by his concern for helping to positively impact the learning revolution. He challenged us to "live life forward" and think differently about eduction. We need to address the needs of all of our students. Since we have a diverse population of students we need to be creative and put our imaginations to work. QUESTION: A question to answer, "How can we sustain the energy needed to address our students' diverse needs?" RESOURCES: [|www.learningdisabilities.about.com/od/instructionalmaterials/tp/differinstruct.htm] [|www.teachingasleadership.org/work-relentlessly/sustain-energy-reach-ambitious-goals-w-3]
 * 1. Sir Ken Robinson - "Let the Learning Revolution Begin"**

SYNOPSIS: Jon shared information about his journey to being accepted to and graduating from Harvard University. He shared the importance for students to know what their passion is and what makes them unique. He felt that setting yourself apart from others is important in this competitive world. Jon was a diligent and persistent young man. He learned early on the importance of developing a network. Collaboration and networking can open many doors. Taking risks can pay off. QUESTION: A question to answer, "How can we keep up with the increasing technological demands?" RESOURCE: A fun resource: [|www.edudemic.com/2011/04/classroom-technology/]
 * 2. Jon Paul Morosi - "Preparing Our Students for the Competitive World"**

SYNOPSIS: This was a great session that provided practical information. They shared the important skills of: excellent communication skills (listening, speaking, and writing), professionalism, technical skills, interpersonal skills and critical thinking. They identified the keys to success to be: flexibility, initiative, developing others, life-long learning, and creativity. QUESTION: A question to answer is, "How can educators and business leaders collaborate and create opportunities for our students to earn hands-on learning experiences?" RESOURCES: A new resource that relates to this topic is Job Fit, a free online job readiness assessment. The website is [|www.jobfit.org.Another] Another resource: Networking with area businesses
 * 3. Panel of Business Leaders - "Strengthening School-to-Workplace Connections in the Great Lakes Bay Region: Focus on Jobs for the Future"**

SYNOPSIS: In this session, Greg shared information about the ever-changing policies coming from Lansing. To be honest, this was a very frustrating session. The policies keep changing, but I don't feel we are adequately informed of the changes. Too many times policies are established, but there is not documentation and information to help us as educators to follow through with them. Case in point is Personal Curriculums. There were more questions than answers when this was unveiled. It seems like they are making up the rules as we go along. They are more reactive than proactive which is frustrating as an educator that is asked to carry out the policy. QUESTION: My question, "Where is one resource that I can utilize to keep updated?" RESOURCE: The only resource that I know of is [|www.michigan.gov/mde]
 * 4. Greg Dionne - "Exploring Multiple Paths to a Diploma"**

SYNOPSIS: This session challenged me to view cell phones as "mobile learning devices". Currently, in our district, cell phones are prohibited during school hours. It was interesting to challenge our thinking in regards to the use of cell phones. I believe our policies will continue to evolve as technology changes. The presenters shared the 3 Qualities of a 21st Century School Leader: vision, passion, and courage. They shared the importance of sharing your vision with your staff. QUESTION: A question to answer, "How can we better meet the technological needs of our student?" RESOURCES: [|www.itconnections.unc.edu/communicating.html] - Networking with area business people to assess their uses of technogy
 * 5. Dave Richards and John Searles - "Roundtable Discusion Regarding the Role of School Leaders in Implementing a 21st Century Learning Environment"**


 * __Paula Weiss__**
 * __weissp@bcschools.net__**
 * __Synopsis and 1 question and 1 resource__**


 * __#1. Sir Ken Robinson: Let the Learning Revolution Begin__**
 * Synopsis**: “If you’re not prepared to be wrong, you’ll never come up with anything original.” The learning Revolution is a new way to look at the education we are providing for our children. We are in the era of technology and fast pace learning, and as a system, we are not keeping up. There is a need to be innovated and creative to move our children into the global economy.
 * Question:** What skills are necessary to start the Learning Revolution?
 * Resource:** [l|http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.htm **l**]**Information video from Sir Ken about how to teach the Revolution and what the steps are to start.**
 * __#2. Jon Paul Morosi: Preparing our Students for the competitive World__**
 * Synopsis**: Local boy gone BIG! Jon Morosi is a Bay City boy that is working for Detroit Free Press as a sports writer. He gave an enlightening presentation about how to be prepared for college. Coming from Harvard, he shared what the expectations are for enrolling in an Ivy League school. Go for what you are passionate about. He encourages everyone to think out of the box.
 * Question:** How do you begin networking for a career?
 * Resource:** []**Top 10 tips to increase your networking abilities.**
 * __#3. Meloney Cargill: Using a Flipped Classroom Approach: A Game Changer__**
 * Synopsis**: Reversing the way we teach! This approach is asking students to do their learning before they get to the classroom so the classroom will be used for re-teaching or learning support. The teachers will need to create videos of each lesson, post on the internet so students can watch the day before (or morning of in lab) and then when in room, they can ask questions. This approach has proven to work very well in low scoring schools.
 * Question:** What age can you start Flipped Classroom?
 * Resource:** [] **Things to keep in mind when working in a flipped classroom. Top 3 key things to remember.**
 * __#4. Michael White: Breaking Through Barriers of Poverty and Lack of Resources__**
 * Synopsis**: Michael White describes that one of the ways to increase student achievement is changing the things we are focused on. We tend to look at all the areas we are lacking in student achievement and create plans to address everything! He suggests we take 2 things a time, work hard and then move forward. He gave a different approach to PLC’s and gave teacher leadership in the meetings. Compare and share… all will learn.
 * Question:** What does his PLC look like?


 * Resource:** []**Top 5 habits that extraordinary teachers will do to make their students successful.**

5. Horacio Sanchez: Brain-Based Instruction
 * Synopsis**: Horacio Sanchez described what skills and strategies you can use to teach students and what part of their brain they are using. Horacio stressed that we need to add action to our teaching so students can learn and remember. It will allow for low energy and high efficiency learning.
 * Question:** What is the first step for Brain-Based instruction?
 * Resource:** [] **Improve your brain health and enhance learning.**
 * Judy Cox**
 * coxj@bcschools.net**
 * Synopsis, question and resource**
 * 1. Title: Roundtable Discussion: Leaders in the 21st Century**

Presenters: Dave Richards and John Serles

Synopsis: The topic of this roundtable discussion was how leaders facilitate 21st Century Learning in their classroom, school or district. The discussion really led to three key words, vision, passion and courage. These are the three skills needed by leaders to facilitate the reinvention of the learning environment.

Question: We all know we are doing more with less and we are often burdened with tasks that do not necessarily match our vision but are required for mandates, laws or documentation. So my question: How do leaders keep their vision alive and stay focused on what really matters?

Resource: [] I read Douglas Reeves book “Finding Your Leadership Focus” this resource has a great activity to help ‘weed out’ what is not impacting student achievement.


 * 2. Title: Breaking through Barriers of Poverty and Lack of Resources to High Achievement and Learning For All.**

Presenter: Dr. Mike White

Synopsis: In his presentation Dr. Mike White addressed the need for focused collaboration. The influence teachers and leaders have on achievement is more powerful than poverty or home situations.

Question: We have been collaborating in grade level teams called SIMS (School Improvement Implementation Meetings) for a few years now. I have struggled with the appropriate level of guidance regarding agendas or allowing teams to determine their agendas. So my question: What guidelines or how much do I as the principal determine the ‘agenda’ for collaboration meetings?

Resource: [] this website is full of ideas, research and strategies for successful collaboration.


 * 3. Title: What’s working in Our Schools: How we ‘Beat the Odds”**

Presenters: Ben Cronkright, Miranda Horn, Bunny Miller

Synopsis: During the presentation three schools that were chosen by the state as a “Beating the Odds Schools” shared their stories. The three presenters had common themes on what it takes to beat the odds. Not one school had a magic program; they all discussed collaboration and having the right people in the right places.

Question: What conditions should I focus on to create a collaborative culture?

Resources: []

This resource provides a self assessment for the leaders to determine if they are creating a collaborative environment.


 * 4. Title: Tech Tools to Teach the Common Core Standards**

Presenter: Marilyn Western

Synopsis: Marilyn shared with us several free websites to engage students and link the Common Core with technology.

Question: What are the expectations of elementary students regarding technology? What is the research based best practices for the integration of technology and the designing of classrooms for the 21st Century Learner?

Resources: [] this is the site for the MI standards

[] this website is full of examples and videos to illustrate the 21st Century Classroom. I intend to use one of the videos to motivate my teachers to reconsider the set up of their classroom.


 * 5. Title: Let the Learning Revolution Begin!**

Presenter: Sir Ken Robinson

Synopsis: Sir Ken Robinson discussed the learning revolution taking place in education. He summarized with three key ideas needed to ensure education is what it needs to be. First, revise the narrowing of the curriculum, second teaching pedagogy we can’t improve education without improving teaching and finally assessment, we must use assessment in the way that will impact our instruction.

Question: He stated that if conditions are right that students can flourish. What is the current research on ‘the conditions’ we should be creating in schools?

Resource: []

=__ Margaret Doan __= = = = Synopsis, Question and Resources!!! = = = = = = = = = Penny Church pennykchurch@charter.net Synopsis of 5 Sessions


 * 1 Dr. William Skilling: Closing the Global Gaps: Preparing Students to Live and Thrive in a Global World that is Changing 24/7**
 * Synopsis**: Dr. Skilling sees educational leadership as an opportunity to be a risk taker in order to be innovative. As a superintendent of Oxford Schools, he makes connections and fills niches. He is unafraid to reinvent the program he oversees in order to meet the ever-changing needs of 21st century global learners.
 * Question:** How can I, as a first grade teacher, begin to educate my students to live in a fast changing, global world within the constraints of my district?
 * Resource: [|How Video Chat is Creating a Global Classroom].** Maggie Holmes, a student teacher, set up a global exchange with other classrooms in order to reach beyond her classroom. One of the hurdles of reaching beyond our classrooms is that limited budgets do not typically afford new hardware of software. Maggie was able to create global climate in her classroom without additional money.


 * 2 Marilyn Western: Tech Tools to Teach the Common Core Standards**
 * Synopsis**: Marilyn presented a variety of easily accessible, free websites for use in the classroom.
 * Question:** How can I challenge myself and colleagues to continue to harness the power of the web to enhance our teaching?
 * Resource: [|MACUL Home]** MACUL is the Michigan Association for Computer Users in Learning. I was able to attend their annual conference (Empowering Innovation) this year. I was amazed by the creativity and innovation presented. The MACUL website contains a wealth of resources. I highly recommend their conference.


 * 3 Craig Carmoney: Our Journey to Become a New Tech High**
 * Synopsis**: Craig is the superintendent of Meridian Schools. He took on the job of superintendent last year and was immediately tasked with the job of implementing aNewTechHigh School. The neighboring district I work in has started looking into New Tech as an option for the future.
 * Question:** What hurdles did you overcome in order to implement theNewTechHigh School? What can neighboring schools learn from your process?
 * Resource: [|New Tech Network]** **New Tech is a nonprofit organization that works with existing high schools to create innovative schools by combining project-based learning, technology, and collaborative culture.**


 * 4 Dr. Mike White: Breaking through Barriers of Poverty and lack of Resources: Continuing the Conversation Informally with Mike White**
 * Synopsis**: Dr. White talked about honoring kids’ interests, pre and post-assessments in order to measure growth as opposed to achievement, and creating data teams. We watched a video on data teams. It was powerful in that is demonstrated the collaborative, reflective climate data teams create in order to move students both academically and behaviorally. I was particularly interested in data teams as our building has implemented them with great success.
 * Question:** How do you handle the hurdles of setting up data teams? What are the benefits of data teams?
 * Resource: [|Developing an Inquiry-Minded District]** **Creating a climate of inquiry when teachers often feel inundated with data can be dicey. This article explains how three schools implemented a data-driven inquiry process to become more intentional in the delivery of curriculum.**


 * 5 Horacio Sanchez: Brain-Based Instruction**
 * Synopsis**: Mr. Sanchez explained the science behind brain-based strategies that can be easily implemented in classrooms to provide differentiated instruction. He talked about using musical triggers, nonverbal cues and gestures, physical movement, repetition, and emotion in learning.
 * Question:** What are some things elementary teachers can to create embodied cognition?
 * Resource: [|Brain-Based Teaching and Learning | Inside the School]** **Brain research confirms and applies theory to what good teachers instinctively know. People learn best in a safe environment that creates positive associations and feelings. Predictable patterns, repetition, multi-sensory experiences, and engagement of prior knowledge also contribute to embodied cognition.**

Jennifer Geno genoj@baisd.net

The following includes a synopsis, a question and a resource for five sessions. Synopsis: This approach allows all students to learn in a supportive environment, ensuring that educational equality exists for all students. Students complete assignments and activities in class, whereby the instructor is available to provide support and guidance. They review or preview information before class, setting the stage for learning and activating prior knowledge, an essential piece to comprehension. The thought behind this approach is that the only time teachers have control over is the time that students are in the classroom. This session talked about how Clintondale High School implemented this throughout their school and as a result, saw a huge improvement in student achievement. Question: How do you ensure that students are reviewing the material before class? What supports do you provide at school for students who are unable to review the information at home? Resources: [] (Vodcasting and the flipped classroom) [] (Defining the flipped classroom)
 * 1: Using A Flipped Classroom Approach: A Game Changer By: Meloney Cargill

Synopsis: This session explored proven strategies for differentiating instruction for all learners within a single classroom. These strategies were rooted in scientific, brain-based research and could be implemented easily into any classroom. The understanding that comprehension and learning is aided by the physical movements of our body was the conclusion that was drawn from the research shared and the basis for the strategies that were presented. Questions: What are some proven strategies to engage older students (10th-12th graders) in this type of physical movement? Is there a video that I could view to see this type of thing “in action”? Are there web resources that I could share with teachers that would assist them with integrating these activities into their instruction? Resources: [] (Professional development resources for the brain-based classroom) [] (Resources for teaching in a brain-compatible classroom)
 * 2: Brain-Based Instruction By: Horatio Sanchez

Synopsis: This session focused on how poverty impacts a child’s ability to comprehend language and express themselves, both of which are essential to academic achievement. Dr. Hamilton discussed the registers of language and the implications for not possessing all three registers. She noted that families that are part of generational poverty typically only have three of the five registers of language, which impacts not only achievement in school, but also the effectiveness (or lack thereof ) of dealing with and understanding social situations. Language barriers can be much more than merely understanding vocabulary words; these barriers are tied with understanding situations. Questions: What classroom experiences can teachers give students from poverty that would assist them in developing all five registers of language? How can teachers fill in the gaps for these students within the context of the literature they are required to read in school? Resources: [] (Working with people living in generational poverty) [] ( A good article about practices that help children in poverty perform in school.) Synopsis: Dr. White talked about his belief that our educational system has been designed to sort kids versus to raise student achievement. He suggests that we do not have a teacher problem, but rather a teaching problem. He also discussed how education often spends a lot of time trying to justify low performance rather than trying to eliminate it. He stressed the need for focusing on formative assessments and how to use them to leverage student outcomes. He also talked about the benefits of collaboration with other teachers to maximize the limited amount of time you have with students, as well as to look at data to uncover what needs to be “fixed”. Questions: How do you get started with developing effective PLCs ? How do you gain teacher buy-in and excitement toward collaborative efforts? Resources: [] (This site provides ideas for successful collaboration and improving student achievement.) [] (This site talks about building a collaborative culture in schools.) Synopsis: The panel talked about the job skills that each of their companies are currently seeking. Skills that stood out for all three companies were problem solving and trouble shooting skills. The panel also addressed how each of them saw necessary skills changing over the next 5-20 years, the strengths of education in our area, as well as areas to focus on. Some comments that stood out included the need to include more technology in our schools, as that is what is not only allowed but expected in the business world. The other interesting topic discussed was the need for emotional intelligence in the workplace, as well as teamwork, creativity and collaboration skills. Question: In incorporating the use of more technological devices in schools, how do you control for students using technology inappropriately? How do you teach kids to be creative? Resources: [] (This site is a consortium of resources for emotional intelligence.) [] (This site provides ideas as to how to prepare students for a global workforce.)
 * 1) 3 Addressing Language Barriers of the Child of Poverty By: Dr. Cathy Hamilton
 * 1) 4 Breaking Through Barriers of Poverty and Lack of Resources By: Dr. Michael White
 * 1) 5 Strengthening School to Workplace Connections in the Great Lakes Bay Region: Focus on Jobs for the Future Presenters: Jill Gushow, Bill Moneypenny and Ellen Talbot

dunbard@baisd.net
 * Deb Dunbar**
 * Synopsis of 5 Sessions**

1. Meloney Cargill: Using a Flipped Classroom Approach—A Game Changer Meloney Cargill is the assistant principal of Clintondale High School in Michigan, where starting in the fall, the entire school will be flipped. According to a recent article, two years ago, the school started by flipping one class. Encouraged by the results from that one class, last year, the school flipped the entire 9th-grade curriculum. A dramatic reduction in failure rates in all subject areas convinced school officials to move to the model for the entire high school. Teachers describe various methods they use to flip content including the use of videos, lectures, video explanations/demonstrations.
 * Synopsis: ** Clintondale High School is on the leading edge of implementing a flipped approach where lectures and video material are viewed after school or at home by the students and homework is done in class. By flipping instruction using this method, students are achieving at higher levels, attendance is up and overall results are promising. Students are receiving the help they need in class - just in time and just as needed.
 * Question: ** What different kinds of content do students view at home? What methods are teachers using?
 * Resource: **[]

2. Dr. Cathy Hamilton: Addressing Language Barriers of the Child of Poverty An explanation of the research behind the Framework for Understanding Poverty - Ruby Payne
 * Synopsis**: Cathy Hamilton grew up in generational poverty and used examples from her own childhood in discussing the registers of language and the implications for learning in the school setting. Lack of rich language experience during early years impacts not only achievement in school, but also ability to understand social situations.
 * Question:** Where can I learn more about the research behind the Framework for Understanding Poverty?
 * Resource**: []

3. Dr. Mike White: Breaking Through Barriers of Poverty and Lack of Resources Video resources on the topic of data conferencing.
 * Synopsis:** Dr. White has learned a great deal from the 90/90/90 schools that he has worked with during the past five years. Citing practices such as collaboration, a high level of teamwork among teachers, skilled use of data to inform instructional planning/decision-making, and balanced assessment practices, schools with extraordinary challenges have been able to succeed with nearly all students.
 * Questions**: Where can I learn more about effective data conferencing?
 * Resources**: []

4. Horacio Sanchez: Brain-Based Instruction A wonderful site for online professional development, webinars, connections with other teachers at all grade levels.
 * Synopsis**: Mr. Sanchez outlined the neuroscience behind brain-based strategies that can be implemented in classrooms to increase student learning. He demonstrated a few strategies including musical triggers, nonverbal cues and gestures, physical movement and repetition.
 * Question:** What online resource can I use to learn more about brain-based instructional strategies?
 * Resource:** []

5. Dr. William Skilling: Closing Global Achievement Gaps The TWICE organization in Michigan promotes virtual projects and connections. This link highlights a program called "Read Around the Planet" where classrooms are paired up from different locations; Students take turns reading to one another via two-way videoconference connection.
 * Synopsis**: Dr. Skilling's vision for students at Oxford Community Schools is truly global and future-oriented. Students have multiple opportunities to learn and connect with other countries, most notably China. Students graduating from Oxford schools have a solid foundation for career and/or college readiness and participation in a global economy through multiple experiences in language, study abroad, online classes and teleconference connections.
 * Question:** What low cost connections can I pursue to increase interaction with others from various parts of the world?
 * Resource:** []

__**Final Reaction to Text: Nicole Lyman**__


 * By: Dave Schwartz**
 * schwartzd@e-hps.net**
 * Synopsis of 5 Sessions**

The following takes into account:
 * Synopsis/reflections of 5 sessions
 * A question for each
 * A resource for each

__Synopsis: __ The speaker, in my opinion, drove home the point of educationally removing ourselves from our comfort zones. We need to think outside the box to challenge students. We simply cannot blame kids for the dropout rate. It is more of a system, culture and personal issue or problem. Improvement can also come from creative teaching. The role of a great leader is to provide elements of growth. __Question: __ Is there over seven billion people on earth? __Resource: __ [|www.census.gov/main/www/popclock.htm] - Yes – Actual = 7,023,599 and growing
 * __#1 Sir Ken Robinson: Let the Learning Revolution Begin __**

__Synopsis: __ Interestingly enough I had the opportunity to coach this young man back in 1999 as he was my starting quarterback on the varsity football team. He was a dynamic young man then as he is now. Jon’s discussion was unique in the fact he provided much insight and personal experiences in regards to the three points he was working to drive home. The first of the three points was passion. An individual must be passionate about what his or her career makeup may be. Secondly, it is extremely important to get out and network. Create relations with as many people as possible. You never know where it may land you. Finally, Jon spoke about the “nudge.” Continue to push yourself and others close to you out of their comfort zones. __Question: __What should one look for in a mentor? __Resource: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|www.foxsports.com] – One that has been down the path you choose to pursue. One that believes in you. One that is honest and possesses integrity.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">#2 Mr. Jon Paul Morosi: Preparing our Students for the Competitive World __**

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Synopsis: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">First and foremost, the three involved school districts did a wonderful job of selling the program. They certainly have enjoyed their experiences with Great Expectations to this point. The group believes that the program transforms lives through education. The program seems thorough in regards to who they are, what they do, and how the Great Expectations program serves. All three districts believes this program enables the entire staff and student body to work towards the same goals as well as being on the same page daily in the school setting. This is certainly something I will inform my school district of. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Question: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why choose Great Expectations? __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resource: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|www.greatexpectationsok.org] – Test scores improve, discipline referrals decline and absentee rates decline.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">#3 Great Expectations: Bay City Public Schools, Bangor Township Schools and Pinconning Schools were Facilitators __**

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Synopsis: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This particular presentation was compelling due to the fact that many area businesses are in tune to the local school districts and are reaching out to educate our students in regards to what business opportunities do exist. It was interesting to hear what each particular business looks for when hiring or training possible employees. All three groups, Bay Regional, Morley Co., and Dow Kokam/Corning, seem to be expanding and will be key players in the further development of the Great Lakes Bay Area. An interesting point of interest I took from the presentation was the fact Bay Regional is the largest employer currently in Bay County. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Question: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the employment figures for both Morley Co. and Dow Kokam? Also, what does Dow Kokam produce? __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resource: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|www.saginawfuture.com/media/docs/stats/SF11economicssection.pdf] - Morley Co. = 1,200 employees <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.dowkokam.com/news_2011_03_02_english.php] - Dow Kokam = 130 employees and expanding – They produce batteries.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">#4 Bay City Public School Superintendent Douglas Newcombe: From School to Work __**

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Synopsis: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Mr. White spoke openly on issues and pertinent thoughts in today’s educational system. His approach that our current system isn’t one I am sure raised a lot of eyebrows. He explained that the teacher’s job is not to sort out kids but to teach them. I felt the 90/90/90 rule was something that is truly relevant in education today. From this particular lecture I do believe that working harder and faster is not the answer to improvement. It is simply coming to the realization that education and the teachers and administrators in it are not bad. We have a system that has to be addressed in regards to society, expectations, procedures and goals. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Question: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> How many kids today are raised in poverty? How many are homeless? How many are not raised by their biological parents? __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|www.edtrust.org]
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">#5 Mr. Michael White of Cincinnati, Ohio – Director of Educational Consulting Services. Extraordinary Teachers and Teaching for Success __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11/30 kids raised in poverty today
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1/30 will be homeless
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6/30 not raised by biological parents