Alaska Staff Development Network
> Anita Archer:Good evening to all of you. Thank you so much for rescheduling for this evening. I am well.. and energetic. Happy Spring. It is beautiful in Portland, Oregon. Anita
> Phyllis Barnett Alak School:Glad you're feeling better!
> Warren Rhodes (1) Bartlett High:Howdy. I stayed home sick today. Don't get too close to my typed words or you may catch what I've got. :)
> Ryan O'Sullivan:Manokotak (6)
> Diana Kurka Anchorage:Warren, we hope you are feeling better.
> Stefanie Wall (3) Romig Middle School:Glad you are feeling better!
> Rocky Eddy- 1- Harborview Elem:Hi, guys...Should I be hearing Anita now:-)?
> Diana Kurka Anchorage:Yes Rocky!
> Rocky Eddy- 1- Harborview Elem:hmmmm
> Darcy Mueller Homer Middle School:I can't hear her either.
> Diana Kurka Anchorage:Can you use a telephone?
> Diana Kurka Anchorage:Are your speakers on?
> Rocky Eddy- 1- Harborview Elem:A..I'm tinkering!!
> Rocky Eddy- 1- Harborview Elem:She's staring to come through!;-) thnx
> scott:The audio is really cutting out, am I the only one with this issue?
> Darcy Mueller Homer Middle School:It's always just worked!
> Diana Kurka Anchorage:We are hearing Anita loud and clear.
> scott:Thanks Diane
> Rocky Eddy- 1- Harborview Elem:Loud an clear, now!;-)
> Beck/Hamrick (2):Good hear!!
> Gayle, Voni, Fannie:having trouble hearing
> Beck/Hamrick (2):spaced practice
> Warren Rhodes (1) Bartlett High:retrieval practice
> Richelle Lay:Scaffolding
> Vicki Prunty:spaced practice
> Stefanie Wall (3) Romig Middle School:Retrieval practice
> kaia Henrickson (1) Kodiak Middle School:Mixed practice
> Brent:interleaving
> Beck/Hamrick (2):varied practice
> Gayle, Voni, Fannie:interweaving
> Richelle Lay:varied
> Phyllis Barnett Alak School:spaced, varied, interwoven
> Warren Rhodes (1) Bartlett High:"more you know, the easier it is to learn" -- is that because the connections between neurons are already there, interleaved as it were?
> Brent:The more you know, the easier it is to relate new concepts to prior knowledge. Interleaving has to do with working different types of problems rather than blocked practice where all the problems are the same type or kind.
> Warren Rhodes (1) Bartlett High:kind of like coathooks to hang the new learning on?
> Rocky Eddy- 1- Harborview Elem:Problem if the kid can't read it?
> kaia Henrickson (1) Kodiak Middle School:need some deliberate practice - time for students to apply their knowledge. Also, maybe some mixed practice - include some non-examples.
> Brent:This is blocked practice rather than mixed or interleaved
> Leah Heiman (1) FDMS Juneau:not enough prior knowledge to link it to?
> michelle halpain 1:Rather than use 3 different word families for endings it may be more productive to use use the same word family endings.
> Vicki Prunty:schedule for distributed practice not apparent
> Beck/Hamrick (2):lack of prior knowledge might lead to less retention
> Stefanie Wall (3) Romig Middle School:It seems that they would need to build some automaticity with the letter-sound associations to help them gain competency and then transfer those skills to the other skills
> Brent:track rate to build automaticity and fluency
> Warren Rhodes (1) Bartlett High:#2 needs retrieval of those embedded defs
> Stefanie Wall (3) Romig Middle School:Learning new material needs to be done through explicit instruction
> Phyllis Barnett Alak School:no deliberate pr actice
> Carrie Dawley:For many students (especially ELLs), vocabulary must be explicitly taught.
> Anna Marie Swoffer:BNo background knowledge without vocab instruction, yes explicit!
> kaia Henrickson (1) Kodiak Middle School:Need to pull out key terms and provide some direct instruction to make sure students understand - give some background. Also, need a plan for having students practice words beyond just reading them in the passage.
> Rocky Eddy- 1- Harborview Elem:they could be practicing Incorrectly
> Carol H. Jerue (1) ASMP:vocabulary study: develop class and personal word wall
> Gayle, Voni, Fannie:students may not have the background knowledge about the passage , they may misunderstand the embedded meaning.
> Angela Pirtle KGH Elem:Students may not be able to comprehend the text without explicit instruction and practice.
> Beck/Hamrick (2):key vocabulary needs to taught through explicit instruction
> Warren Rhodes (1) Bartlett High:#1-3: only 3 of the 7 to avoid cognitive overload
> Carrie Dawley:Varied practice isn't evident at all.
> Amber (Juneau):Add some mixed practice.
> Carrie Dawley:Haha! Looks like our math book.
> Richelle Lay:Heavy on deliberate practice
> Diana Kurka Anchorage:Anita ours looks fine on all of them.
> Angela Pirtle KGH Elem:lol
> Stefanie Wall (3) Romig Middle School:lol
> Warren Rhodes (1) Bartlett High:history: no retrieval of background knowledge
> Beck/Hamrick (2):no varied or spaced practice
> Richelle Lay:Spaced practice and varied practice could be incorporated
> Leah Heiman (1) FDMS Juneau:for big ideas, need to use varied/interweaving practice over the course of the year
> Anna Marie Swoffer:testing knowledge...throughout chapter
> EBryan (1) Mt.Village School:Students remember what they learned and teacher provide feedback.
> Warren Rhodes (1) Bartlett High:add low stakes tests
> Beck/Hamrick (2):Maybe have student confer/compare their list with a partner
> Beck/Hamrick (2):Add other/missing details to thier original list
> Warren Rhodes (1) Bartlett High:fill in frames
> Anna Marie Swoffer:Brain can only focus on one thing at a time. Students challenge this all the time. Texting and reading don't jive...not so much.
> Beck/Hamrick (2):teachers need to cover social knowledge in math terms for students over and over so they can retain the information.
> Warren Rhodes (1) Bartlett High:B/H: What is social knowledge in math?
> Beck/Hamrick (2):12 inches=1 foot; days of the week, months of the year, ideas that cannot be mucked around with just be directed told to students.
> Beck/Hamrick (2):directly
> Anna Marie Swoffer:Brain loves patterns...
> Amber (Juneau):Which is why instant feedback is so important!
> Kimberley & Manokotak:I struggle with how to teach students to become so automatic with reading that the words no longer are "seen" in their heads, but more of pictures and then a movie as reading becomes second nature. Any way to even explain this phenomenom to students?
> Warren Rhodes (1) Bartlett High:it's chunking, and then those groupings are clumped together with other clumps, kind of like a mosaic?
> michelle halpain 1:I struggle with my deaf students who cannot hear what words should sound like and therefore may mix up meanings of words in the content of a sentence
> Brent:Reading closed captions can help build fluency and may help students "see" the text
> Anna Marie Swoffer:Seeing the text with a picture/cue card?
> michelle halpain 1:yes. but vocabulary is so low. They may not understand the words of closed caption
> Warren Rhodes (1) Bartlett High:michelle, i'd lean heavily on graphic novels (comic books with stories and plot), so they can have visual clues along with the decoding
> Warren Rhodes (1) Bartlett High:i disagree. I use Persepolis and Metamorphois, and I don't think they could be completely decoded visually
> Anna Marie Swoffer:Hooks reluctant readers
> Brent:Two threads here. Not sure that graphic novels are good for fluency but they do help with visualizing the text
> michelle halpain 1:ok that makes sense
> Stefanie Wall (3) Romig Middle School:They are good for student engagement with the reluctant reader or students who are normally exposed to books that have a lower interest level than theirs or a higher reading level than theirs
> Carrie Dawley:I went to a training years ago on math fact fluency. I like the program a lot. It uses all of these types of practices, although I didn't know that I would like that about it when I attended the training. Haha! It's called "Mastering Math Facts" put out by the Otter Creek Institute.
> Jolene Mercer, Knik Elementary:Thanks Carrie...I'll check out "Mastering Math Facts" put out by the Otter Creek Institute.
> Beck/Hamrick (2):How often to you need to practice a skill or math fact in order to retain thier automaticity?
> michelle halpain 1:Carrie, I have used those books. I like them. Another program that our school started using this year is Math Coach Interactive. It is a good program.
> Warren Rhodes (1) Bartlett High:B/H: maybe have them compute their GPA weekly?
> Carrie Dawley:
> Brent:Do you have the bibliographic reference on the Cumming and Elkin study?
> Carrie Dawley:This link looks like the entire Mastering Math Facts Blackline Masters book, but you would benefit SO much from attending a training!! :)
> Warren Rhodes (1) Bartlett High:Since it's so much easier to revise on a computer, was this taken into account? I would suspect that handwritten first drafts were higher, but not handwritten final drafts.
> Carrie Dawley:First Grade:
> Phyllis Barnett Alak School:7th letter format
> Carrie Dawley:Sorry... Haha.. First grade, handwriting. Phonics.
> Amber (Juneau):4th grade--math vocabulary (pretty broad, sorry)
> Anna Marie Swoffer:11th & 12th grade: reading comprhrnsion
> Rocky Eddy- 1- Harborview Elem:2nd/3rd- common grade level words- Words that should be easily writtten in daily writing- such as journal
> Linda Richter 1 LPSD:K-2 letter sounds
> Linda Richter 1 LPSD:sight words
> Lisa:5th/6th~ basic math facts,
> Richelle Lay:Health vocabulary
> Jolene Mercer, Knik Elementary:3rd grade multiplication facts
> moon McCarley (1) Shishmaref School:As a reading facilitator I focus a lot on reading fluency.
> Carrie Dawley:Yes! Math content vocabulary!!
> EBryan (1) Mt.Village School:1st-decoding words/reading comprehension
> Angela Pirtle KGH Elem:2nd basic math facts
> michelle halpain 1:I teach reading, social studies, science, health and math grade level 2nd grade to 7th. grade
> Warren Rhodes (1) Bartlett High:9-12 English: I need complete sentences to be automatic (looking to be sure there is a subject and a verb, and only one of each. New subject = new sent.
> Beck/Hamrick (2):2nd grade-addition and subtraction fact to 20, reading fluency
> Anna Marie Swoffer:Yes, coding...
> Jolene Mercer, Knik Elementary:3rd-cursive handwriting
> Amber (Juneau):spelling
> Stefanie Wall (3) Romig Middle School:I teach 7th and 8th grade Life Skills. Social Skills are a big one for us that most people have automaticity on when they interact with others, but it doesn't come naturally for many students with Autism.
> Rocky Eddy- 1- Harborview Elem:2nd/3rd grade- common grammar/punctuation: capitals, periods
> Leah Heiman (1) FDMS Juneau:8th all basic math facts, being able to switch between basic fractions and percentages
> Allison:Biology, 9th grade : Vocabulary terms. Chemistry, 10th,: Elements of the Periodic table
> Leah Heiman (1) FDMS Juneau:8th grade grammar skills: sentence structure, proper use of homonyms, punctuation
> Kimberley & Manokotak:Not to hate on state tests, but feedback is then not valuable when we do not have enough time to instruct...
> Warren Rhodes (1) Bartlett High:Why not hate on state tests? :)
> Kimberley & Manokotak:I need a good attitude going into AMP tomorrow am!
> michelle halpain 1:With the new state tests in North Dakota they let the students do a practice tests where we can give feedback immediately when the student is solving the problem.
> Beck/Hamrick (2):How does the 'peeker' increase their learning while doing the strategy of 'study, cover, write, compare'?
> Angela Pirtle KGH Elem:My students love doing self corrections with their correcting pen.
> Beck/Hamrick (2):We have a lot of 'peekers'!!!!
> Angela Pirtle KGH Elem:They also like to vote in their answer with their clickers
> Warren Rhodes (1) Bartlett High:B/H: Maybe increased interaction with the knowledge; the non peekers maybe just move on without playing with it?
> Stefanie Wall (3) Romig Middle School:I really like that idea.
> Jolene Mercer, Knik Elementary:I like the idea of quizzing periodically to check for retention.
> Warren Rhodes (1) Bartlett High:Anita, so this throws out the work of Gardner?
> Anna Marie Swoffer:Not even in tandem? Content is the essential learning, but this is new for me...
> Brent:A year or so ago, Gardner wrote an editorial in the NY Times decrying the use of his work to support learning styles. He says they are not the same as his intelligences.
> Anna Marie Swoffer:Thank you Brent...will acrchive that article.
> Anna Marie Swoffer:Thank you too Anita
> Warren Rhodes (1) Bartlett High:So is Dweck linked to the many studies of resiliency/"grit"?
> Darcy Mueller Homer Middle School:A question I had from that TED Talk was that "Not yet" may become synonomous with failing if they get "Not yets" for too long!
> Anna Marie Swoffer:The brain is pliable, not hard wired as once thought.
> Carrie Dawley:One thing that I do (1st grade) to increase awareness of fluency is to go over the WCPM and errors with the student each time, we graph the progress. Students see the dots on the line graph go higher, and they get more motivated to do better the next time. Definitely beneficial immediate feedback.
> Anna Marie Swoffer:Further study!
> Vicky 1 ketchikan:the idea of mindsets
> Kimberley & Manokotak:Its worth the time to slow down and practice
> Vicki Prunty:My job is not to convey knowledge, it is to build retention.
> Richelle Lay:I appreciated learning about different types of feedback and that feedback doesn't always need to come from me.
> Anna Marie Swoffer:Incorporating more retrival practice
> Warren Rhodes (1) Bartlett High:the five principles of effective practice
> Amber (Juneau):Challenging my advanced readers during reading fluency time. : )
> Brent:more deliberate practice and interactive review
> Angela Pirtle KGH Elem:The importance of varied practice for student retention of material that is taught
> Phyllis Barnett Alak School:That th right types of practice/retrieval can lead to better retention.
> scott:accuracy comes before automaticity
> Rocky Eddy- 1- Harborview Elem:Giving my 2nd/3rd graders a short, low risk quiz might help support their achievement
> Bonnie and Jennifer:Retrieval practice
> Darcy Mueller Homer Middle School:The most useful thing I will take from this session is how to revise lessons with a better "plan" like the examples we looked at.
> Carol H. Jerue (1) ASMP:instruction is essential
> Carrie Dawley:The most useful thing I weill take from this session is the understanding of how to modify my lessons to provide for more variations on practice. Also the knowledge of where to include which type of practice.
> Okalena Morgan:Principles of effective practice
> Leah Heiman (1) FDMS Juneau:to incorporate more retreival practice in class and teach kids how to "study"
> Vicki Prunty:Need to teach students how to practice.
> Beck/Hamrick (2):The most useful ideas we have taken away from these sessions is the importance of practice and the different means of practice and the importance of automaticity in order to move students to a higher level of thinking/learning
> michelle halpain 1:The difference between fixed minset and growth mindset. I will change my teaching strategies because of this.
> Vicki Prunty:Wonderful. Thank you.
> Allison:Making feedback constructive and modifying lessons modality that make sense
> Golovin Staff - 10:The most useful thing i will take away from this session is that mixed and varied practice is essential for increasing comprehsnion
> EBryan (1) Mt.Village School:the optimize practice: deliberate, retrieval, and spaced practice.
> Lisa:Varied practice, and low-stakes quizzing
> Stefanie Wall (3) Romig Middle School:How to move from exposure/experience to deliberate practice so students are becoming proficient and competent
> Jolene Mercer, Knik Elementary:Use Flashcards to practice with 2 envelopes: study and mastered
> Diana Kurka Anchorage:It is one of our assignments for those taking the class for credit.
> Okalena Morgan:Thanks for sharing the website,
> Amber (Juneau):Yay! I was hoping so Diana!
> Beck/Hamrick (2):Thank you!!!!
> Angela Pirtle KGH Elem:Thank you!
> Golovin Staff - 10:... the relationship between working memory and long term memory and how we must free up that working memory for the concepts that really matter in a lesson.
> michelle halpain 1:Thanks you so much for teaching us.
> Amber (Juneau):Thank you Anita!! I love your classes!!
> Lisa:Thank you~
> Anna Marie Swoffer:Thank you...look forward to another! Be well until then.
> Gayle, Voni, Fannie 2:work on our routines and procedures, allowing more time for deliberate pratice students needs to promote automaticity.
> Linda Guthrie:Thank you Anita!!!
> Stefanie Wall (3) Romig Middle School:Thank you Anita!
> Diana Kurka Anchorage:dianakurka@
> Carol H. Jerue (1) ASMP:thank you Anita
> Kimberley & Manokotak:Thanks
> Vicky 1 ketchikan:thank you - will the practice be available to all of us/
> Okalena Morgan:Thank you
> Allison:thanks
> Beck/Hamrick (2):thanks
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