Five Foundational

GLAD Strategies

Professional Development

Presented by:
Irma Torres
EAD 523
 Agenda

2:00- 2:10 Greetings, Objectives, Introduction

2:10-2:30 Glad Strategy #1

2:30-2:50 Glad Strategy #2

2:50-2:55 BREAK

2:55-3:15 Glad Strategy #3

3:15-3:35 Glad Strategy #4

3:35-3:55 v Glad Strategy #5

3:55-4:05 Standards, Next Step, Exit Slip

Welcome to today’s professional development on the Five

GLAD Strategies.
On the screen you will see the outline of our 2 hours and 5
minutes agenda on our early release date.
Please take a moment to read the screen.
 Learning Objectives

●. Define the Five Foundational Glad Strategies

● Discuss Five Foundational Glad Strategies benefits in the

classroom

● Create activities to use in class, using the Five Foundational

Glad Strategies

After the professional development you should have

reached the following objectives:

● Define the Five Foundational Glad Strategies

● Discuss Five Foundational Glad Strategies benefits in

the classroom

● Create activities to use in class, using the Five

Foundational Glad Strategies
Gagné's 2-Informing learners of the objective
 School’s Mission and Vision Statement

. Mission Statement Vision

“At Hyde Park we are committed to “Preparing students today

helping our students succeed in today’s
global society through academic, social, for a successful tomorrow”
and emotional growth. Hyde Park (Hyde Park, 2022).
consists of: students, families, school
staff, and community members who
work cohesively to educate our students.
We will continue to provide a safe
environment in which to inspire critical
thinkers and life-long learners” (Hyde
Park, 2022).

Let’s take a minute to read Hyde Park’s mission statement and

vision.

In our mission statement we want to help students succeed

through the focus of academic.
In our vision statement it states we will prepare students for a
successful tomorrow, what a better way than to teach excellent
strategies that they can apply in the superior grades.

Using Glad Strategies will help drive our instruction to help

students be lifelong learners.
 Writing Standard
Glad Strategies will help address Writing Standard 5.

Kindergarten First Second Third Fourth Fifth

.
With guidance and support With guidance With guidance With guidance With guidance With guidance and
from adults, respond to and support from and support from and support from and support from support from peers
questions and suggestions adults, focus on a adults and peers, peers and adults, peers and adults, and adults, develop
from peers and add details to topic, respond to focus on a topic develop and develop and and strengthen writing
as needed by
strengthen writing as needed. questions and and strengthen strengthen writing strengthen writing
planning, revising,
suggestions from writing as needed as needed by as needed by editing, rewriting, or
peers, and add by revising and planning, revising, planning, revising, trying a new approach.
details to editing. and editing. and (Editing for
strengthen writing Editing for editing.(Editing for conventions should
as needed. conventions conventions demonstrate
should should command of
demonstrate demonstrate Language standards
command of command of 1-3 up to and including
Language Language grade 5)
standards 1-3 up standards 1-3 up
to and including to and including
grade 3) grade 4)

Using Glad Strategies will help reach Writing Standard 5. On

the slide you will see Common Core Standard 5 in grades K-5.
All of the standards are taken directly from the common core
standards (National Governors Association Center for Best
Practices,2010).
 Introduction

Guided
Language
Acquisition
Design

Project GLAD (Guided Language Acquisition Design) is an

instructional model that incorporates many research-based
and highly effective instructional strategies. Using Project
GLAD, teachers deliver academic content and language while
using an integrated, balanced literacy approach. While
originally developed for ELLs (English Language learners,) it
benefits all students through the use of high-level thinking and
academic language, as well as cross-cultural skills. Students
taught in a GLAD classroom are prepared to be effective,
literate citizens of a global society. (Be Glad Training, 2019)
 Benefits

Teachers Students

Establishes a project-based, Creates a school

student-centered curriculum environment responsive to
process that is inquiry driven, diversity with an inclusive
learning environment.

Streamline the visibility of Classrooms where

your organization’s structure
for success in gaining equity
for all students including ELL!
“Amplify don’t simplify”
problem solving and
cross-cultural respect are
evident “Create problem
solvers and not just having
problem identifiers.”

Create vertical articulation Improves comprehension

across grade levels to meet
state mandates “Make sure all
standards are being
addressed.”

As stated by Be Glad Training (2019), as displayed on the table

there are benefits to teachers which include;
1.Establishes a project-based, student-centered curriculum
process that is inquiry driven,
2. Streamline the visibility of your organization’s structure for
success in gaining equity for all students including ELL!
“Amplify don’t simplify”
3. Create vertical articulation across grade levels to meet state
mandates “Make sure all standards are being addressed.”

As stated by Be Glad Training (2019), as displayed on the table

there are benefits to students which include;
1.Creates a school environment responsive to diversity with
an inclusive learning environment.
2.Classrooms where problem solving and cross-cultural
respect are evident “Create problem solvers and not just
having problem identifiers.”
3.Improves comprehension
 Glad Strategy #1

Graphic Organizer Input Chart (GOIC)

● Students are close to the teacher and can all see
.

the teacher's chart.

● The chart was planned in advance (e.g., lecture
notes, illustrations, words that were previously
penciled in).
● The teacher breaks up the knowledge into
manageable parts, such as categories, themes, or
subtopics.

Graphic Organizer Input Chart (GOIC) should include the following:

● Students are close to the teacher and can all see the teacher's chart.
● The chart was planned in advance (e.g., lecture notes, illustrations,
words that were previously penciled in).
● The teacher breaks up the knowledge into manageable parts, such as
categories, themes, or subtopics.

Student reading comprehension, development of thinking and learning skills,

and overall achievement are improved when graphic organizers are used to
support teaching and learning, according to a review of research released
today by Inspiration Software, Inc. (AEL and Inspiration Software Announce
Research Review Supporting Use of Graphic Organizers to Improve Student Skills,
2003).
 Glad Strategy #1

Here are some example of what a Graphic Organizer Input

Chart (GOIC) like ( there will be physical anchor chart provided
for staff to see around the room).

This examples breaks down of the Six Kingdoms of

Organisms.
 Glad Strategy #1

Here are some example of what a Graphic Organizer Input

Chart (GOIC) like ( there will be physical anchor chart provided
for staff to see around the room).

This examples breaks down the civilizations on a world map.

 Glad Strategy #1

PRACTICE THE
STRATEGY

Let’s practice the strategy. Think of a concept you are teaching

in class and how you can incorporate strategy of Graphic
Organizer Input Chart. Gagné's 6 -.Eliciting performance

(As teachers are practicing the skill, I will go around and

observe and help as needed) Gagné's 7 -.Providing
Feedback
 Glad Strategy #2

. Pictorial Input Chart

● Makes terminology and concepts
understandable,
● Drawing in front of the learners to imprint
concepts in their brains,
● Serves as notes for students
● Organizes information

The Pictorial Input Chart is our second GLAD Strategy. It

● Makes terminology and concepts
understandable,
● Drawing in front of the learners to
imprint concepts in their brains,
● Serves as notes for students
● Organizes information

According to Teran (2019), It’s long been known that drawing

something helps a person remember it. A new study shows
that drawing is superior to activities such as reading or writing
because it forces the person to process information in multiple
ways: visually, kinesthetically, and semantically

Using transcription as a note-taking method to retain newly

learned information is not the most effective practice and that
creating drawings of information is a viable, and much more
efficacious, mnemonic strategy (Fernandes et al. 2018)
 Glad Strategy #2
Pictorial Input Chart Examples
.

Here are some example of what a Pictorial Input Chart Looks like (
there will be physical anchor chart provided for staff to see around
the room).

This example outlines the Bat, where it lives, what it eats,

interesting facts etc.
 Glad Strategy #2

This example outlines the parts of a flower.

 Glad Strategy #2

PRACTICE THE
STRATEGY

Let’s practice the strategy. Think of a concept you are teaching

in class and how you can incorporate strategy of Pictorial Input
Chart. Gagné's 6 -.Eliciting performance

(As teachers are practicing the skill, I will go around and

observe and help as needed) Gagné's 7 -.Providing
Feedback
 BREAK TIME

Please take a five minute break.

 Glad Strategy #3

. Experts Groups
● Create groups and have each student read about a
specific topic
● After each student reads they will be in charge of
teaching the other in their group about the topic,
they will be the “expert”
● Expert groups are heterogeneous groups

When creating Experts Groups do the following:

● Create groups and have each student read about a
specific topic
● After each student reads they will be in charge of
teaching the other in their group about the topic, they
will be the “expert”
● Expert groups are heterogeneous groups
 Glad Strategy #3

Here is a visual on how expert groups work.

 Glad Strategy #3

PRACTICE THE
STRATEGY

Let’s practice the strategy. Think of a concept you are teaching

in class and how you can incorporate strategy of Expert
Groups. Gagné's 6 -.Eliciting performance

(As teachers are practicing the skill, I will go around and

observe and help as needed)
Gagné's 7 -.Providing Feedback
 Glad Strategy #4

. Process Grid
● Categorize information ƒ
● Aid in writing expository
text
● Teach reading for
information

The process grids helps:

● Categorize information ƒ
● Help in writing expository text
● Teach reading for information

As an adult this is one of my favorite strategies to help me

learn, when there are many concepts to describe
 Glad Strategy #4

. Process Grid

Here is an example of a Process Grid ( there will be physical

anchor chart provided for staff to see around the room).

This examples breaks down of the organism and refers to their

offspring, growth, inherited traits, variation of traits, and and
environmental influence.
 Glad Strategy #4

. Process Grid

Here is another example of a Process Grid( there will be

physical anchor chart provided for staff to see around the
room).

This examples breaks down of the organism and refers to their

offspring, growth, inherited traits, variation of traits, and and
environmental influence.
 Glad Strategy #4

. Process Grid

Here is an example of what a Process Grid looks like for the

younger grades ( there will be physical anchor chart provided
for staff to see around the room).

This example is more basic for kindergarten or first grade.

 Glad Strategy #4

PRACTICE THE
STRATEGY

Let’s practice the strategy. Think of a concept you are teaching

in class and how you can incorporate strategy of Process Grid.

Gagné's 6 -.Eliciting performance

(As teachers are practicing the skill, I will go around and

observe and help as needed) Gagné's 7 -.Providing
Feedback
 Glad Strategy #5

.
Cooperative Strip Paragraph Grid

● Model the process of editing and revising

● Completed work becomes leveled reading
related to the unit of study
● Group Frame is for younger students or
emergent writers who need to use dictation

Cooperative Strip Paragraph Grid Helps with

● Modeling the editing and revising writing process

● Completed work becomes leveled reading related to the
unit of study
● Group Frame is for younger students or emergent writers
who need to use dictation
 Glad Strategy #5

. Cooperative Strip Paragraph Grid

Here are some example of what a Cooperative Strip

Paragraph like ( there will be physical anchor chart provided
for staff to see around the room).

The teacher can start the sentence class can continue to add
on.
 Glad Strategy #5

. Cooperative Strip Paragraph Grid

Here are some example of what a Cooperative Strip

Paragraph like at the younger stages ( there will be physical
anchor chart provided for staff to see around the room).

The teacher can start the sentence class can continue to add
on.
 Glad Strategy #5

PRACTICE THE
STRATEGY

Let’s practice the strategy. Think of a concept you are teaching in class and
how you can incorporate strategy of Cooperative Strip Paragraph

Gagné's 6 -.Eliciting performance

(As teachers are practicing the skill, I will go around and observe and help as
needed) Gagné's 7 -.Providing Feedback
 NEXT STEPS

Accountability Plan
Strategy Implementation Expectation Evidence of Implementation

1. Graphic Organizer Input Chart 1 activity Week of October 17th Evidence on lessons plans
and/or around the classroom.

2. Pictorial Input Chart 1 activity Week of October 24th Evidence on lessons plans
and/or around the classroom.

3. Experts Groups 1 activity Week of October 31st Evidence on lessons plans

and/or around the classroom.

4. Process Grid 1 activity Week of November 7 Evidence on lessons plans

and/or around the classroom.

5. Cooperative Strip Paragraph Grid 1 activity Week of November 14 Evidence on lessons plans
and/or around the classroom.

Accountability is important so that we can implement

the strategies with fidelity and see success in the
classroom.
On the slides you will see the accountability plan I have
develop a schedule to follow to help us roll out the
strategies as a school.
 EXIT SLIP

1. How will using GLAD Strategies increase student achievement?

2. What GLAD strategy will be the easiest to implement?

3. What GLAD strategy will be the hardest to implement?

4. What support do you need to help improvement strategies?

5. Rate this professional development effectiveness

1 being ineffective 2 3 4 5 being very effective

6. Please list what your favorite GLAD Strategy.

This exit slip will be delivered to participants through a Google

Form, however there will be paper exit slips if anyone requests
it. Gagné's 8-Assessment

As a leader, I will look through exit slips, and make

modification for next training which will deal on the Seven Hip
Pocket GLAD Tool. I will also take a deep look at question 4,
which revolves around supporting teacher for implementation.
References:
AEL and Inspiration Software Announce Research Review Supporting Use of Graphic

Organizers to Improve Student Skills. (2003, August 6). Business Wire, 5301.

https://link.gale.com/apps/doc/A106329609/ITOF?u=canyonuniv&sid=ebsco&xid=00609cb3

Be Glad Training. (2019).The Benefits of Using Be GLAD. https://begladtraining.com/about

References:
Fernandes, M. A., Wammes, J. D., & Meade, M. E. (2018). The Surprisingly Powerful Influence of

Drawing on Memory. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE, 27(5),

302–308. https://doi-org.lopes.idm.oclc.org/10.1177/0963721418755385

Hyde Park Elementary (2022). Parent-Student Handbook. Waukegan, Illinois

National Governors Association Center for Best Practices, Council of Chief State School Officers

(2010). Common Core State Standards

References:

Terana, Youki. (2019). Edutopia. The Science of Drawing and Memory.

 Feedback
● Slide 2 you have glad strategy 3 listed 3 times. Is it supposed to be 4 and 5?
● Slide 5 consider making the font for Vision the same as Mission.
● Slide 7: Great way to link the learning objectives to Common Core objectives.
This also shows the progression throughout all the grade levels and allows time
to look collaboratively as a staff.
● Good use of authentic visuals to show the strategies.
● When they practice the strategies, will they work alone or with their grade level
team?
● After you introduce each strategy, could you change the banner to say the
strategy instead of three slides with strategy #1? This way the teachers are
seeing Graphic Input Chart and getting used to the terminology.

Wondering: Is this a one and done PD session or will there be ongoing PD? How will
you know when teachers have mastered the strategies? What is the plan to monitor
continuous improvement throughout the year (who, when, how)? How do you plan to
support question #4 on the exit slip? Where will you get the time to support those
teachers?