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What supports are being created to facilitate application of the requested adjustments decreed today? 

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What supports are being created to facilitate application of the requested adjustments decreed today? 

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Other teachers are experiencing similar difficulties. Hopefully this will draw attention to needs.

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Other teachers are experiencing similar difficulties. Hopefully this will draw attention to needs.

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It is important for students to pay attention but more important to consider what they are paying attention to.

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It is important for students to pay attention but more important to consider what they are paying attention to.

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Using planning a mini lesson to assess learning

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Break out groups where we can interact with other departments and hear validating reassurance or new strategies

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I liked having the small time for PD and the larger time to apply it.

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I like that we had lots of opportunities for discussion with colleagues.

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Giving us structure and tools that is actionable to our various contents, not just info dumping or lecture

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How do we share what was shared in one group with the others?

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The energy an commitment of our staff and presenters

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Liked the adaptations and the participation.

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Small group breakouts.

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Being excited about learning, exemplifying learner mindsets.

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Being excited about learning, exemplifying learner mindsets.

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Practicing the mini-lesson of teaching each other: a good strategy to apply in the classroom

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I enjoyed the small group discussions and open/transparent dialogue.

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I liked that we were able to work with our peers to create successful lessons to help support our students.

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How can we inspire these kids to change their view of education 

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How can we inspire these kids to change their view of education 

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How soon will we see the effects of using the skills we learned today?

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Create a countywide engagement program for families to engage in child's education.

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I wonder how often we will have colleague discussions (outside of cohort meetings) about what we learned today after today.

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I appreciate that we broke up into smaller groups for the PD rather than sitting in the cafe as a big group. 

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I appreciate that we broke up into smaller groups for the PD rather than sitting in the cafe as a big group. 

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We were able to be honest and address problems that are actually present in our learning environment with our students in mind.

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Is it possible to start breakout sessions with group contracts or reminders on expectations for how we interact in settings where all ideas should be valued?

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Is it possible to start breakout sessions with group contracts or reminders on expectations for how we interact in settings where all ideas should be valued?

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We practiced spot and jot / teach and teacher / turn and talk. These are cross curricular techniques and were very useful. I wonder if we could continue exploring more techniques is our future PDs

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With new teachings, be sure to activate prior knowledge and anchor new learnings. This will support getting it to stick in long-term memory.

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The internal environment of our students needs to be a focus of our concerns 

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The internal environment of our students needs to be a focus of our concerns 

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I like that we were able to discuss our pitfalls and reflect on changes we can make.

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More of it

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I like how we worked with other departments and shared what each group has been seeing and experiencing with the students 

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I like how we worked with other departments and shared what each group has been seeing and experiencing with the students 

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I felt the content was an approach some departments have pushed for years, at the dismissal of many in education. Which was frustrating.

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We are all preaching this idea of you can't get better until you have a baseline to grow from. If you make a mistake, let's work together to see how you thought about it, what we can do to fix it, and how to correct our thinking so we don't repeat the mistake.

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We are all preaching this idea of you can't get better until you have a baseline to grow from. If you make a mistake, let's work together to see how you thought about it, what we can do to fix it, and how to correct our thinking so we don't repeat the mistake.

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I learned that many of my colleagues have the same challenges and concerns that I do. I learned new strategies that my colleagues are using to address some of my challenges/concerns.

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The times between content exposure and opportunity to engage must be less than a minute for lasting retention to be established

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Being able to move around to engage in PD rather than sitting the whole 2 hours. It helped me with encoding the information for today

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I enjoyed the understanding and collaboration with other teachers about creating lessons. Combining our "WHY" of teaching!

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Letting go of control within the classroom can be productive and and more reflective for the students. This helps the teacher and students have more collaborative learning and lesson that are attainable and productive for students to share what they are learning in the classroom.

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Will the team work well together on contacting home?

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Learning about the science of learning through collaborative discourse

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Learning about the science of learning through collaborative discourse

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How can I apply what I learned to our three target groups: bubble students, long term EMLs, chronically absent?

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How can I apply what I learned to our three target groups: bubble students, long term EMLs, chronically absent?

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I like small group breakout and collaborative conversations.

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The small group breakouts and the actionable learning that we can take into our classroom. Classroom techniques were well modeled.

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I wonder how we may use these Model of the Mind strategies to support students long term memory of MISA topics?

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Reduce cognitive load by focusing on the most important concept.  Allow for processing (stop and jot; partner discourse) to move the concept to working memory.  Connect this concept to other concepts ("spiralling") to move the concept to long term memory.

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Reduce cognitive load by focusing on the most important concept.  Allow for processing (stop and jot; partner discourse) to move the concept to working memory.  Connect this concept to other concepts ("spiralling") to move the concept to long term memory.

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None. It is not new to say we should have students focus on the main content you want them to learn then have them practice it so it will go into long-term memory. We could have gone over that in less than 15 minutes.

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I wonder if the MCPS Mentor Teachers would facilitate classroom-based applications for teachers who may need additional support with implementing the Science of Learning?

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How can we incorporate the principles of the science of learning in electives and PE to help our target students, while also facilitating connections and supporting learning in other content areas?

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Repetition is key