As we shift to navigator schools, we want to focus on four of the elements that drive their teaching model.

>> The first big idea is the embracing of daily assessment that leads to dynamic grouping of students.

>> The second is this notion of facilitating a codified curriculum that they jointly created.

Next is the idea of specialization, that at the elementary school level teachers either do math and science or ELA and Humanities.

>> The last one is that they're really champions of this notion of whole brain teaching.

>> So on that first big idea of this daily assessment leading to dynamic grouping, you have to understand that the teachers see their role as instruct, assess, and then

regroup.

And this happens on a daily basis. The students get a set of quiz questions and if they know it, they're allowed to go off and work online.

If they don't, the teacher goes deep into small group role and that's their job.

Make sure everybody at the end of every day knows the assessment.

>> I think that the blended learning gives me the opportunity to be able to pull small groups because

the computer programs we use in class is a really great way of letting the kids work at their own pace, and then while they are doing that I can pull the kids who are struggling on the actual standards and the common core that we're moving towards.

I can pull them at that time and really focus in on each of those kids' needs right then and there and we do it on a daily basis on the actual standard

I'm doing that day, so no one is going to fall behind.

>> As soon as I give a, prove disprove question, I

immediately have my data from my responders and from my mobi about who got that day's lesson, who

didn't.

The ones that didn't and still need that guided practice, are going to stay behind with me.

The ones that got it, they're going to go

on, they're going to go into a computer program, which is also at an individual level for them.

If after I've seen from my data, the immediate data from my responders, that a kid doesn't get it yet.

I get the luxury of keeping them in class with me while my paraprofessional takes the rest of the students.

During that time it's just more guided practice, or maybe we need to come up with a new strategy for that student.

sometimes it's three students, sometimes

it's four students.

The max would ever be six, but sometimes I just get to work with one student. and that's where I really get to figure out where things are going wrong in their thought process, and how I can correct that.

>> So at Navigator, rather than having every single teacher constantly designing lessons plans for the next day in class, what they do is that they have a master teacher

coordinate a process of designing lessons in six week

cycles with the rest of the teachers on the team.

>> And the beauty of this is once they know what their goals are, their objectives for this unit, they then create these PowerPoint slides that are essentially open ended questions and visuals that get at the big idea they're going after.

So, if they're trying to teach kids currency they build a slide with ten pennies, ten nickels, ten dimes, ten

quarters and then a bunch of sentence frames.

So the teacher on the fly can be circling different things.

And have essentially endless options to have students understand the concept, and then they all teach off these

PowerPoint slides.

And the next year, they refine them and make them a little bit better.

>> our model of having a curriculum that's on our PowerPoints benefits me as a teacher because, first of all, it saves me time.

also, it is visual for the kids, so it keeps them engaged, and also it allows me to do as many as examples as I need.

Maybe it's one, maybe it's two, maybe it's five.

>> Navigator also made a very specific decision, which was to allow its teachers to specialize so that students would see multiple teachers in the course of a day.

Be that in the learning lab when they would work with one set of teachers, or some teachers specialize in

humanities, whereas others specialize in science and math.

And the big idea here was that to give teachers an opportunity to really hone your craft or what you're good at and not be responsible for everything.

Now, we acknowledge that not every school is going to make this decision. But the point is that it was a concerted

decision to drive this specialization to improve student learning for their model.

>> I really like being a single subject, here working just on math because when in, when I was at a traditional school you had to focus on everything and you had to focus on the interventions for reading, you had to focus on the interventions for this and tracking this and really trying to find out, like, everything.

And you couldn't find, you know everything would fall through the cracks, because you had so much going on, and here I'm solely math.

You, you know the ins and outs of your curriculum. You learn those standards inside and out, what manipulatives you need for the students, how to gauge their, you know, performance, what really gets them motivated.

And it's so neat to see that just a single subject can just excel so much more by being one single teacher in that grade.

>> Having the kids rotate to other teachers I think it is a good practice for them because it helps them learn to have

different relationships and foster different relationships with different types of adults.

but at the same time it still gives me plenty of time to build a rapport with all of my students, and for me it also

gives me practice in the morning.

If it didn't go so well I get to change it up and in the afternoon I get to make it better.

>> The last thing you have to know

about navigator school is when you walk on that campus, you are flooded with song and energy and movement.

And, they have this approach which they call whole brain teaching.

And I would essentially sum it up as a call and response quarrel type approach that gets students very active in

their learning.

So if you want to learn more about this which I highly recommend. We'll put a link in the resources section

so you can do a little background, but the best way to explain this to you is to just show it to you, so watch these f-,clips, look at how active students are in their learning, look at how much language production they have and think about that, for an English language learner, or someone who's struggling to acquire language skills.

And then, frankly, just enjoy how cute these kids are in action.

>> I was like s s comma fan boys s s period s scomma fan boys s s period s s comma fan boys s s period.

Compound sentences are easy to learn.

Watch me do, then take your turn. Two simple sentences put together just right, no run-ons or fragments, make my sentence tight.

>> They're responding corely.

They're speaking in partners. They're singing chants.

They're cheering each other on. And it is, when you go into the whole brain teaching classroom, it's

unlike anything you've ever seen, especially the first time you see it,and you just say to yourself, this is incredible.

And it's actually quite replicable.

Although it creates a, what could be considered a boistrous classroom, it really increases the amount of

learning.

I mean they, you, the research that went into these different techniques, they tried to tap into all of the different brain areas, and stimulate them during the school day.

>> A metaphor.

>> Also compares two things.

>> But does not use like or as. My sister plays the violin. But I play the flute. It's a compare and contrast.

>> So we want to use a fanboy but. Tell your partner what kind of sentence is this.

[CROSSTALK]

[INAUDIBLE]

>> Her directions were as clear as mine.

>> So we have no idea what to do. So wipe your whiteboards in five, four, three, two, one, and zero.

Put your whiteboards away, grab out your binders when you're due now in ten, nine, eight.

当我们参考示范性学校，我们需要集中在考虑驱动他们教学模式的四个因素。

第一个重要理念是接受日常评价导致的动态分组的学生。

第二个理念是推进教室们重建的现成的课程。

第三个是专业化想法，尤其是那些研究数学、科学、ELA、或者人文学的一级教师。

第四个理念是教师们真是全脑学习的拥护者。

所以，日常评价导致的动态分组这一重大想法，

你需要清楚教师在指导、评价、重组方面的角色。

这些每天都在发生。学生得到一组测试的问题，如果他们知道答案，他们可以被允许离开或者在线学习。

教室们需要深入到小组角色中，确保每个人指导每天的评价内容。

我认为混合式学习给予了我督促小组学习的机会，因为我们课堂上使用的电脑，真的可以让孩子按照自己的步骤学习，在他们学习期间，我可以促使孩子们，那些艰难达成实际标准的孩子，以至我们可以共同达成核心内容。

那时，我可以促进孩子学习，集中注意力一需要正确引导的孩子，按照每天的实际标准进行实施。

每天都如此进行，所以没有孩子会掉队。

正如我所给出的，需要证明的问题，我可以立即从

回答者中得出数据，谁掌握了今天的内容，谁没有掌握。

还没有付诸实践或者需要引导的实践的学生们，可以留下来和我一起探讨。

那些已经明白的学生，可以上机自主学习。

从回答者是数据中，我可以立即看出，一个孩子有没有掌握所学。

在我的助手管理剩余学生的时候，我可以和学生一起。在此期间，我要做的是更多是引导实施，或者是需要为一部分学生想出一个新的策略。

可能是三个，也可能是四个这样的学生。

最多甚至是6个人。但是我通常和一个学生一起学习，我可以知道在他们学习过程中哪里出错了，我该如何进行纠正。

作为开拓者，而不是让每个教师为了第二天课堂设计教学计划的人，所做的就是拥有一个导师，协调团队内的其他教师，完成六周周期的一个课程设计。

这样的一大优点是，一旦他们指导自己的目标是什么，他们会创建本质上是开放性问题的幻灯片，可以得出重要观点。

所以，如果教师教孩子十便士、十镍币、一角硬币、，内的货币流通，或者一堆的句子框架。

教师可以飞马星空的圈定不同的东西。本质上，利用幻灯片形式、繁多的选择方式帮助孩子们理解概念，

第二年，教师改进，学生们便会比之前进步一些。

我们有个课程的模型。PPT的好处首先就是可以节省教师的时间。

从孩子的角度来看，可以保证学生们参加，可以允许我按照我需要的例子来做，可能是一个，也可能是两个、五个。

开拓者也做了一个非常具体的决定，教师专业化，这样学生在一天的学习课程中可以看到多种多样的专业教师。

当在实验室学习时，学生们可以和一组教师一起学习，或者其中一些教师专门从事人文学，或者在数学和科学领域的专业教师。

这个主意真不错，这样既给予了教师磨练技能的机会，又可明白教师自身哪方面比较擅长，没有对哪些事负责。

现阶段，我们承认并不是每个学校都在做这种决定，

但关键一点是，实施个性化学习，以提高学生学习能力的模式，已经是达成一致的决定。

我就像是一个单一主题，在这里工作仅仅关注数学方面。当我处于一个传统学校环境中，我必须专注于一切，专注于阅读的干预，你不得不关注和跟踪的干预，

真的想要发现答案。

如果你不能找到结果，你知道的一切都将崩溃，你有那么多的事，而我仅仅有数学一事。

你知道你课程的来龙去脉。你学习这些标准，指导上课需要什么教具，如何进行测量，实行，什么可以真正激发他们的积极性。

如果仅是一个主题，这倒是简单，远远超过单个教师。

让孩子们轮流面对不同的教师，我认为这是很不错的一个实践，因为这样可以帮助学生们接触不同类型的成年人，建立不同的关系。

但同时，这种轮换又很难让教师与学生之间建立友善的关系，对于我来说，仅仅给我了早上的一些实践时间。如果这样的情况没有良好继续下去，我就得改变现状，在下午之前能扭转情况，变得好一些、

最后，你需要知道的事情是，当你漫步于示范性学校的校园内，你完全沉浸在歌曲、运动、能量的气氛中。

他们使用的这种方式，称之为全脑教学。

我基本可以总结成一种电话应答的争吵类型方式，可以让学生在学习过程中保持积极性。

所以，如果你想了解更多我所推荐的这种方式。

我们可以建立一种参考资源的链接，你可以做一个背景内容的了解，但是最好的方法还是当面给你展示，

可以看到这些剪辑内容。看到如何在学习过程中分配活动，以一个英语学习者角度看看学生们产生了多少语言成果，，尤其是那些努力获得语言技能的学生们。

坦率地说，你就可以享受孩子们在活动中的天真可爱。

我就像是一个狂热爱好者。

复合句子很容易学习。

先看着我做，然后轮到你来做。两个简单的句子放在一起刚刚合适，句子可以顺畅紧凑。

学生们搭档交流，说唱歌谣，彼此间，欢呼，庆祝。当你进入到全脑式教学的教室中，并不像是你之前见过的那种教室，特别是你第一次看到的时候，你会觉得难以置信。

实际上这完全是可以复制的。

建立一个boistrous 的教室，真的增加学习的内容。

我的意思是，你走进这些不同种类的研究领域，知识内容试图进入大脑 不同区域，以刺激大闹完成一天的在校学习。

比如说，两者比较。我妹妹拉小提琴，但是我吹笛子。

这就是一个比较和对比。

所以我们想要变成狂热爱好者，告诉你的搭档这是个什么类型的句子。

她的方向和我的一样清晰。

所以我们不知道做什么。

所以五四三二一地倒数着擦白板，

放下你的白板，在十九八的预定之内抓住你得关键部分。