4. 44
Setting up the NotebookSetting up the Notebook
National Urban Alliance for Effective Education-The Pedagogy of Confidence
5. 55
Table of ContentsTable of Contents
Date Topic/StrategyDate Topic/Strategy PagePage
National Urban Alliance for Effective Education-The Pedagogy of Confidence
11. 11
Quad Sign-in Directions
• Groups of four
• Draw the Quad Sign-in Primitive on a piece of chart
paper.
• Draw a Symbol on a large Post It Note that shows your
strength that you bring to your work.
• Post it in a Quad.
• Considering the group strengths, determine a name and a
slogan for your group.
• Introduce yourselves to the whole group.
11
12. 12
Debrief the CB
• Teaching that incorporates the use of strengths optimizes
the efficiency of the learning process.
• Having strengths recognized produces a sense of
• confidence.
• Confidence releases neurotransmitters of pleasure.
• The pleasure chemicals also stimulate memory”.
• Pedagogy of Confidence pg. 92
• Why is knowledge of your students’ strengths important in
planning your instruction?
12
14. 14
The Walls are Talking about NUA
•Symbolic Representation
•Five Critical Experiences
•Culture, Language, Cognition
•Five Rs
•HOPS
•How do learners become competent
and confident?
•Start with student strengths!
14
15. 15
• Defining in Context
w/Circle Map
Expectations
National Urban Alliance for Effective Education-The Pedagogy of Confidence
18. 18
Three Phases of
the Lesson
Priming
Processing
Retaining
for Mastery
National Urban Alliance for Effective Education-The Pedagogy of Confidence
19. 19
Robert Marzano says…
The more vocabulary knowledge
that is built, the more background
knowledge can be assessed.
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
23. 23
Oral Speaking FrameOral Speaking Frame
I have a word to add to the taxonomy of
_________________ and my word is
_______________.
I have some words to add to the
taxonomy of __________________ and
my words are ______________.
24. 24
CCSS
• L.2.6: Use words and phrases
acquired through conversations,
reading and being read to, and
responding to texts, including
adjectives and adverbs to describe.
20
25. 25
The anchor standard for College
and Career Readiness:
•Acquire and use accurately a range of
general academic and domain specific
words and phrases sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an
unknown term important to
21
26. 26
Explicit Strategy Instruction
Today I am going to teach you how to use Composing
with Key Words.
Composing w/Key Words is used for writing and
language development.
It helps students practice writing and oral language.
There is no primitive for Composing w/Key Words.
27. 27
Have words! Can Write!
• First, choose three words from your taxonomy that
resonate with you.
• Then, create a sentence using all three words (NOT three
sentences!)
• Place sentences on white paper and get ready to share
with the whole group.
• Examine sentence with a partner. What makes this a good
sentence?
• Share sentences and post near taxonomy.
23
29. 29
Debrief the strategies
• How are these two strategies helpful in designing
coherent instruction?
• CCSS: L.2.4 (a): Use sentence-level context as a clue to
the meaning of a word or phrase.
• How will Composing with Key Words help students clarify
meaning?
25
30. 30
Why NUA uses the Oral Speaking
Frames:
• CCSS L.2.6: Presentation of Knowledge and Ideas –
Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
• How might underachieving students benefit from using an
oral speaking frame?
• Create your own frames to suit your purposes.
26
31. 31
NUA Explicit Strategy Instruction
17
•Today I’m going to teach to you how to
use a Key Word Notes.
•A Taxonomy is used for developing
reading comprehension.
•It is also used for summarizing
•This is the way you draw the
primitive...
33. 33
Key Word Notes Directions
• Work in pairs using individual Key Word Notes form.
• Everyone reads designated piece of text individually, silently.
• Select 3-4 words as memory aids, writes in Box 1.
• Partners tell each other what words they selected and why.
• Repeat steps 2-4, completing all segments, using boxes 2, 3,
and 4.
• Texts face down, use your Key Words to write summary in box
5.
34. 34
Related Learning Principles
• Choice enhances learning and contributes to positive
attitudes.
• Comprehension is reinforced and enhanced by adequate
processing time.
• Bursts of concentrated attention are better than
continuous attention.
• Articulating what one has learned reinforces the learning.
• Learning is enhanced when students read, listen, speak,
and write.
• Meaningful repetition cements learning
35. 35
Debrief the Strategy
• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas
and Details. Determine two or more main ideas of a text
and explain how they are supported by key details;
summarize the text.
• Why might repeated use of Key Word Notes increase
how your students process and construct meaning of
text?
37. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Building
relationships
Active Listening
Community
Builder
Use often Priming NUA, Kagan,
and others
Vocabulary
Development
A Taxonomy
B
C
Each letter can have
more than one word.
Priming Writing as
Learning,Rothstein
and Lauber
Reading
comprehension
summarization
Key Word
Notes
Choose 3 -4 words Processing Thinking
Strategies, Nessel
Organization
Note taking
NUA
Notebook
Skip 5+ pages to grow
table of contents
Priming Writing as
Learning,Rothstein
and Lauber
39. 39
•New strategy, old information.
•The brain will not, does not, and
cannot learn two new things at the
same time—new strategy, old
information.
28
40. 40
Each One Teach One
• Create partnerships A & B
• Select content you plan to teach or have recently taught.
• Each team selects a strategy they will teach another
team.
• Decide who will teach first.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both teams have finished teaching, post the
evidence and artifacts of learning.
•
29
45. 45
Culture is anything that is relevant
and meaningful to you. NUA
• You will become an expert on one of the 6 characteristics of Culturally
Responsive Teaching (Geneva Gay and Gloria Ladson-Billings).
• Study your Expert Card.
• Create a symbolic representation, a graphic that represents your
characteristic.
• Select a popular song that best expresses its “essence” of your Culturally
Responsive Teaching characteristic.
• Present your group’s graphic and the song you have selected.
• You have 3 minutes of protected reading time; 8 minutes to discuss and
create graphic. 5 minutes to caucus on song and performance, 1 minute to
perform.
• Post your work.
57
46. 46
Learners acquire and store knowledge in
two primary ways: linguistic (by reading
or hearing lectures), and nonlinguistic
(through visual imagery, kinesthetic or
whole-body modes, and so forth).
The more students use both systems of
representing knowledge, the better they
are able to think about and recall what
they have learned.
(Marzano, Pickering, & Pollock, 2001)
31
51. 51
Honey I Love…
• Consider the work of a researcher that you apply
to your beliefs, practices, and instruction
• Use the frame to share what you love about their
work
• Honey I love _______________ He/She
says…
• Wait for the music to mix, mingle, and share
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
53. 53
High Operational Practices (HOP)High Operational Practices (HOP)
PEDAGOGY of CONFIDENCE
1. Identifying and Activating Strengths
2. Building Relationships
3. Nurturing High Intellectual Performances
4. Providing Enrichment Experiences
5. Incorporating Prerequisites for Learning
6. Situating Learning in the Lives of the Students
7. Amplifying Student Voice
54. 54
W3’s Direction
• Create a two-page spread in their notebooks.
• Fold the odd numbered page in half.
• Title the even numbered page “What I Read”.
• Title the left side of the odd numbered page “What’s in My
Head”.
• Title the right side of the odd numbered page “What My
Neighbor Said”.
• Form partnerships.
• Read the selected text for 2 minutes.
• Share their notes with their partner for 2 minutes.
• Note connections to what that their partner said in the
“What My Neighbor Said” column.
54
61. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
62. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
63. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
What makes me who I am?
64. Circle Map Define in Context
Lisa
gardener
daughter
author
fisherwoman
teacher NUA
Mentor
What makes me who I am?
super family
mom
Dog grandma love of
children
lifelong
learnerexperiences
adventurous spirit
65. Circle Map
Function Remember
• Define in context
• Gets ideas down
• Activates prior
and experiential
knowledge
• Priming
Write then draw
Accept responses
Self-correct later
Define concept
Frame
89. Double-Bubble Map
Function Remember
• Compare and
Contrast
• Processing
Write then draw
Color Code
Similarities in center
Differences on
outside edges
Not a one-to-one
correspondence
Frame
96. Lisa’s Strengths
loves to
Laugh
talks to
strangers
editor/aut
hor
NO GMOs!!
gardener
fast cars
play
hard
parachut
ing
Tree Map Categorize
Funloving Detail
Oriented
Earth Friendly Risk
Taker
97. Tree Map
Function Remember
• Categorize
• Processing
“T” top; “T” drop;
“T” stop
Title
No limit on branches
Frame
110. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
111. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Cause/EffectMulti-Flow Map
112. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
113. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
Cause/EffectMulti-Flow Map
114. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
Cause/EffectMulti-Flow Map
115. Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
116. Multi-Flow Map
Function Remember
• Show cause and
effect
• Processing
Event in center
Causes on left-
arrows toward event
Effects on right-
arrows from event
towards effects
May use event and
either cause or effect
Frame
121. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
Lisa’s Yesterday
122. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Lisa’s Yesterday
123. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Arrived at
destination Had Supper
Wrote report
Showered
and to bed
Lisa’s Yesterday
124. Flow Map
Function Remember
• Sequence
• Processing
No Limit on boxes
Main events in large
boxes
Details in small boxes
Use arrows for both
large and small
boxes
Frame
129. Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
130. Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
Fertilizer
Ridges
Holes
131. Brace Map
Function Remember
• Analyze
• Whole to Part
• Processing
Physical Object
Brackets
Can go as deeply as
desired
Frame
132. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Defining in
context
Circle Map Write then draw
the second circle
Priming Thinking
Maps, Inc
Describing Bubble
Map
Use Adjectives or
adjective phrases
Processing Thinking
Maps, Inc
Cause and
Effect
Double
Bubble
Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Categorizing Tree Map Type of...
T Top, T Drop T Stop
Processing Thinking
Maps, Inc
133. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Analogies Bridge Like and As Processing Thinking
Maps, Inc
Cause and
Effect
Multi-Flow Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Sequencing Flow Subcategories Processing Thinking
Maps, Inc
Part to Whole
Reasoning
Brace Physical objects Processing Thinking
Maps, Inc
135. 135
Each One, Teach One
• Each person selects a strategy they will teach their
partner
• Partner A - Select student text... Based on your text,
which
• Thinking Map will you create and why? Introduce the
strategy using the NUA explicit strategy instruction.
• Post completed Thinking Map.
• Partner B – Using the same text and the Thinking Map
created by Partner A – Introduce another Thinking Map
using the explicit strategy instruction and take your
partner though the steps.
• Post Thinking Map.
• Gallery Walk posted Thinking Maps with an eye for
135
137. 137
• Letter off A-B
• “A”s form a circle facing outward
• “B”s form an outer circle (facing an “A”)
• Facilitator displays discussion prompt
• “A”s respond to prompt first…“B”s, listen only
• At the signal, facilitator says, “Switch!”
• “B”s respond to the same prompt…“A”s, listen only.
• At the signal, facilitator says, “Shift!”
• Listen carefully for which circle will shift and
in which direction!
• Have fun reflecting!!!!
138. 138
Discussion Prompts
•Which of the Core Beliefs have we
addressed?
•Which NUA Classroom Practices have
been addressed up to this point?
• Classroom Climate
• Student Motivation and Engagement
• Self-Directed Learning
• Culturally Responsive Teaching
• High Intellectual Performances
139. 139
DAY THREEDAY THREE
Small Group Session
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
140. 140
HOW ARE YOU BUILDING
RELATIONSHIPS DAILY?
National Urban Alliance for Effective Education-The Pedagogy of Confidence
A large percentage of students report a sense of
alienation from school, believing that no one cares
for them there (Jenson, 2009).
More than ever, the old axiom “students don’t care
what you know, until they know you care” sums up
the reality of reaching many of today’s students.
142. 142
Give One, Get One
• Use the “Give One, Get One” handout.
• What is unique about you?
• Individually, write your responses in boxes 1, 2, and 3 until the “Give One”
column is full. Everyone stand and wait for the signal.
• When the music starts, mix and mingle. When the music stops, find a partner
to share your “Give One” boxes. Write the name of the person who shared the
information with you.
• Repeat for two more rotations
• Return to your table and share the ideas from the “Get One” column.
74
146. 146
Text-based Discussion
Punctuate Your Thoughts
• Protected Reading Time - review the text.
• Use the following symbols to mark your text:
! = new learning /an “Aha!”
+ = something that you agree with
- = something you disagree with
? = something that you have a question about
54
147. 147
Debrief article and protocol
• CCSS: RI.3.6: Distinguish their own point of
• view from that of the author of a text.
• What specific elements of Punctuate Your Thoughts
assist students in sharing their point of view and the
author’s point of view?
• Share a few thoughts and ideas about the article.
• One Minute Highlights
147
148. 148
Metacognition Frame
I know that I know something about ___________.
First,__________________________________.
Second,_________________________________.
In addition,______________________________.
Finally, _________________________________.
Now you know something that I know about ______.
National Urban Alliance for Effective Education-The Pedagogy of Confidence
149. 149
Metacognition
• Begin with explicit strategy instruction
• Work individually to create your Metacognition on your
learning from today including Culturally Responsive
Teaching, NUA Classroom Practices, Priming,
Processing, and Retaining for Mastery, or any of the
strategies
• Share with a partner
• Use destiny sticks - individuals share with the whole
group.
149
150. 150
Debrief the Strategy
• CCSS:W.5.2: Write informative/explanatory
• texts to examine a topic and convey ideas and
information clearly.
• How can you use Metacognition in Science, Math, SS,
P.E, etc?
150
152. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Evaluation,
Retaining for
Mastery
Ball Toss A ball can be make
from paper and tape.
Retaining for
Mastery
NUA, and
others
Writing
development
Sentence
Stretcher
Edit the verb Processing Writing as Learning,
Rothstein and
Lauber
Writing 4 Square
Writing
Expanded, deeper
writing possible
Processing Judith S. Gould
and Evan Jay
153. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process/Fun
ction
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Processing
text
?!+_ Share the air time Processing NUA
Transfer of
Learning
Each One
Teach One
Have fun and
repeat often
Processing Retaining for
Mastery
Summarization Metacognition Can be further
developed into deeper
writing
Retaining for
Master
Writing as Learning,
Rothstein and
Lauber p48-51
Constructing
meaning
Reflection Allow reflection
time often
Processing Teaching with the
Brain in Mind Eric
Jensen
154. 15458
NUA NotebookNUA Notebook
Journal ReflectionJournal Reflection
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Reflect, synthesize and write about
your learning up to
this point.
156. 156
Each One Teach One
• Create partnerships A & B
• Select a lesson you plan to teach or have recently taught.
• Each person selects a different strategy they will teach
their partner.
• Decide who will teach first, A or B.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both partners have finished teaching, post the
evidence and artifacts of learning.
•
87
158. 158
Peer Support Directions
• Select one image that resonates with you.
• Select either a thinking cloud (share an idea your image
is thinking) or a speech balloon (share something that
your image is saying to another image or audience).
• Post images with clouds or balloons in your NUA
notebook.
• Share with your table.
• Using our Three Day Institute as the content, select
another image to convey a message to the whole group.
• Post images with clouds or balloons around the room.
• Gallery walk to view all posted images
158
159. 159
Debrief the Strategy
• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas
and Details.
• Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in a text.
• How will peer support help students be more engaged
with non-fiction text?
159
160. 160National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process
Name
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
162. 162
Carousel Directions
• Use destiny sticks for participants to work in groups
• Use destiny sticks for strategy selection for each group
• Each group will create charts and examples of their
strategy to post in a carousel.
• The participants will use their Strategy Review Chart to
check for fidelity.
• Use post-it notes as reminders and affirmations.
162
164. 164
Instructional Planning Time
•Use your grade level materials and
standards along with the template to
get ready for implementation of NUA
strategies from Day One of school.
164
165. 165
Connect:Connect:
National Urban Alliance for Effective
Education
33 Queens Street, Suite 100
Syosset, NY 11791
(800) NUA-4556
(516) 802-4192
www.nuatc.org
E_stephens@nuatc.org
National Urban Alliance for Effective Education-The Pedagogy of Confidence
167. 167
Follow these steps
•Form Line A and Line B
•A shares – B listens
•Switch!
•B shares – A listens
•Shift!
Dance! Dance! Dance!
168. 168
Prompts
• What will you share with one of your
colleagues who didn’t attend the NUA
Summer Institute?
• Share a strategy that you want to see
implemented in every grade. Why?
• Share one practice that you want to
implement in your classroom during the
afternoon. Why?
Notes de l'éditeur
Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
Begin with the Flow Map of the Day – transitions into where we are now Use Explicit Strategy Instruction – new teachers only Share with BFP – Best Friend in Pedagogy – Destiny Sticks
Flow Map – Wholes before parts are recalled better.
Facebook icon
Food and clock graphics Music icon
Frame - how does amplifying student strengths increase student voice and ensure equity in the classroom?
Demo Lesson Priming – Key Word Prediction - Wordyl Processing – Key Word Notes and Summary with graphic representation – Work with partners already established Retaining for Mastery – Taxonomy
Where can we take the learner now? Open –ended questions.
Why do students need an oral speaking frame?
Why do students need an oral speaking frame?
Food and clock graphics Music icon
Create graphic representations – Insist on no words and have teachers explain their graphics Sentence Strips
Put your summary into a graphic – no words and explain it to your partner
Catch the ball – One thing your learned and want to add to your pedagogy Drop the ball or miss – Two things
“… like the real estate mantra of location, location, location…” – Leave No Child Behind - pg 2
Standard final slide
We want students to think critically, to be able to evaluate and make judgments, but we don’t give them the opportunity to think critically about the very thing we think is so important: their learning
Food and clock graphics Music icon
Food and clock graphics Music icon
Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
Debrief the process – Each One Teach One Introduce someone else with one of the three things you learned about them. Kagan strategy – social, communication, and builds background
Place little cards on the table for participants to select, share with whole group, and post on tree map. Reflection – How is what Yvette saying inform our practice?