After School Professional Development Program Syllabus · After School Professional Development Program Zoe Souliotis-Foley, Director [email protected] credit. At KDS, courses

After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

After School Professional Development Program Syllabus Spring 2016: February 15, 2016 – June 24, 2016

Title of Course: Shifting Instruction with the Five Core Practices _________________________________

Number of Sessions: 10________Total Hours: 36_________Total Number of Credits: 3_____________

Course Start Date: 2/15/16__________________Course End Date: 6/24/16 ______________________

Registration Close Date:__________________________________________________

Course Location: Online course, accessible at www.kdsi.org/NYC ____________ ___________________

Instructor’s Name: Sophia Thwaites __________ Instructor’s Telephone #: 1800 728 0032___________

Instructor’s Email: [email protected] Education Partner: Knowledge Delivery Systems___

Education Partner Fee: $174.00_____________ Materials Fee (if applicable): N/A_________________

Instructions for completing registration

through education partner (if applicable):

This is a self-paced online course. There is a two-step registration/enrollment process to get started. Step

1: Register: Register and pay a non-refundable payment of $125 course payment at the time of

registration on the ASPDP website. Once payment has been made with the ASPDP, the participants will

receive an e-mail confirmation transaction reference number from ASPDP. Step 2: Enroll: Enroll and pay

a $174 Educational Partner fee paid by credit card at www.kdsi.org/NYC, Special Instructions: To access

coursework, please visit www.kdsi.org/NYC. If you have any questions or need support, please call 1-

800-728-0032 or email [email protected].

This course will meet on the following dates/times: 7 days a week; 24/7

Target Grade Band: 6-12 _______________________

Specific Danielson components: Identify one to two specific components of Danielson’s Framework

for Teaching on which your course will focus on developing teachers’ practice. X 1a □ 1b □ 1c □ 1d X

1e □ 1f □ 2a □ 2b □ 2c □ 2d □ 2e □ 3a □ 3b □ 3c □ 3d □ 3e □ 4a □ 4b □ 4c □ 4d □ 4e □ 4f

In one sentence, what is the focus of this course? Course participants will gain the knowledge and skills

to implement five key Core Practices in their instruction that have the potential to create powerful results

for students and prepare them for success in college and career.

mailto:[email protected]



What specific knowledge and skills will participants gain as a result of taking this course? Please

note any deliverables that participants will be asked to create (e.g. lesson plan, student intervention plan).

Course participants will gain the knowledge and skills to implement five key Core Practices in their

instruction that have the potential to create powerful results for students and prepare them for success in

college and career.

The maximum number of students this class can permit: 999_________________________________

Course Information

Course Description

1. In two paragraphs describe your course including the key course outcomes/deliverables, key activities

or texts, and research-based and best pedagogical practices addressed.

In this course, you will gain the knowledge and skills to implement five key core practices in your

instruction that have the potential to create powerful results for students and prepare them for success in

college and career. You will apply the concrete actions and characteristics of each practice to help align

your instruction to state standards. Through illustrations, teacher modeling and interactive exercises, you

will identify the areas of your practice that are strong, and those that need to be further developed. By the

end of this course, you will have designed lesson plans that incorporate each of the five Core Practices in

order to effectively integrate them into your own instruction. Research has shown these specific practices

to be very high impact, aligned to state standards and linked to positive outcomes, specifically showing

how high school students can be best prepared for college and career. The five Core Practices of the

Insight Core Framework are: Core Practice #1: Know the Discipline Well, Core Practice #2: Prioritize

Evidence over Opinion, Core Practice #3: Grow and Improve Students’ Knowledge Base, Core Practice

#4: Assess Progress towards Mastery, and Core Practice #5: Promote Intellectual Risk Taking and

Persistence. This course includes multiple assessments including pre and post surveys, reflection

questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

This course’s key activities include videos, readings, reflection questions, discussion prompts,

and resources that bridge course learning to classroom practice. The course also utilizes multiple

assessments including a Check for Understanding to assess learning in each unit, pre and post surveys, a

Mid-course project, and a Final Capstone Project. The KDS Theory of Action is that by learning through

the combination of Instruction (40%), Coaching (20%), and Practice (40%), educators will have the

research-based learning experiences necessary to change their practice. Three principles support our

course design: Professional development should be intensive, ongoing, and connected to practice;

Modeling is highly effective in helping teachers understand a new practice; and Teachers’ initial exposure

to a concept should not be passive, but should engage teachers through varied approaches so they can

actively participate in making sense of a new practice.

Integration of Danielson Framework

2. Identify and explain how your course will strengthen teacher practice in one to two components in

Danielson’s Framework for Teaching, using the same components as noted above. (Include Domain #

and Component letter e.g. 1E).



Domain 1: Planning and Preparation: 1a: Demonstrating Knowledge of Content and Pedagogy &

1e: Designing Coherent Instruction: Educators’ instructional plans and classroom practices will reflect

and demonstrate a strong understanding of the content and application of each of the five key core

practices. Educators will design lesson plans with clear instructional outcomes and goals, to measure the

effectiveness of integrating the five key core practices into their classrooms.

Integration of Standards

3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area

(Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in

the Arts, the Blueprint for English Language Learners Success, National Educational Technology

Standards). Please focus on quality rather than quantity in considering the alignment of these standards to

your course content.

Comprehension and Collaboration: CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others' ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.SL.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning

and the organization, development, and style are appropriate to task, purpose, and audience.

Pedagogical Approach

4. Describe the pedagogical approach that will be used in the course and how you will address the needs

of diverse adult learners. What specific method(s) of instruction will you use? Note that each session will

ask you to be clear about the specific methods of instruction for each identified session.

The learning experience we offer to adult learners includes:

Instruction (42%)

- 15 hours

Coaching (13%)

- 5 hours

Practice (45%)

- 16 hours

Video Instruction

Video modeling and

classroom

demonstrations

Video Coaching

Expert feedback on

Learner Reflections

Discussion and

collaboration with peers

Feedback on application

projects facilitated by

online coaches

Application scenarios

(checks for understanding)

Mid-course project (3 grad)

Final capstone project (3

grad)

Application Toolkit

(resources for classroom

use)

KDS courses are based on rigorous academic work and composed of content-rich, high quality

components that engage learners. Interactive components include videos, interviews, readings, interactive

activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate


http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/



credit. At KDS, courses of study are based on the systemic needs identified within a system of schools to

meet teachers where they are and move them through strategic learning progression over time. We

provide courses that build foundational knowledge, enrich content expertise and practice, and include a

range of theoretical approaches led by educational authors and experts in the field.

KDS differentiates instruction for diverse adult learners in multiple ways, including learning

design and supports, coaching services, and the KDS Professional Learning Platform. KDS addresses

multiple learning styles by providing multi-modal learning experiences. To support course engagement,

courses are taken asynchronously, allowing educators to learn when it is conducive with their teaching

schedule and at an optimal learning time for the individual. KDS courses also provide a collection of

activities and materials to support different learning styles. In each course, units offer learning

opportunities through video, readings, interactive activities, checks for understanding, reflection prompts,

discussion forums, application materials and resources for bridging learning to practice. In addition,

searchable transcripts of the videos are provided for the learner to review and annotate to support their

learning of the content. Finally, KDS Online Coaches also support learners to meet differentiated

needs. Course participants engage with an online coach who provides individualized feedback to every

learner. The coach responds to key reflections and discussion prompts in each unit, evaluates mid-course

and final capstone projects, and provides qualitative feedback to support each learner.

Application to Classroom Practice

5. All courses must show how participants will apply their learning to their own classrooms. Describe

how your course will do this. Be specific about how participants will use information from this class to

plan lessons, differentiate instruction, analyze student work, etc.

By the end of this course, you will be able to:

1) Discuss a few of your strengths and weaknesses around the five Core Practices.

2) Develop a plan to implement Know the Discipline Well into your classroom instruction.

3) Develop a plan to implement Prioritize Evidence over Opinion into your classroom instruction.

4) Develop a plan to implement Grow and Improve Students’ Knowledge Base into your classroom instruction.

5) Develop a plan to implement Assess Progress towards Mastery into your classroom instruction.

6) Develop a plan to implement Promote Intellectual Risk Taking and Persistence into your classroom

instruction.

7) Develop a plan to fully incorporate the Core Practices into your classroom instruction.

8) Create a unit plan that incorporates the five Core Practices.

Assessment and Feedback

6. Explain what assignments and assessments participants will be responsible for, and how their work

will be evaluated throughout the course; include rubrics for all assignments. How, when, and where will

formative and summative feedback be provided, including for online classes?

Include examples of evidence you will collect that demonstrate how participant learnings will directly

impact their students’ learning (e.g., projects, collections of student work, presentations, etc.).

Participants’ work will be evaluated through a variety of assignments and assessments. Participants will

respond in writing to reflection prompts based on the video content and/ or selected readings in each unit.

Online coaches will provide feedback on responses to reflection prompts, based on the rubric. Participants

also engage in a discussion forum with their peers throughout each unit, and continuously provide and



receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding,

to determine whether participants understand and can apply the key concepts within that unit to their

classrooms, in order to impact student achievement. Checks for Understanding will be computer

evaluated for instant feedback. Please see Appendix for the Checks for Understanding rubric.

Midterm and Final

7. Include a brief explanation of the midterm and final assessment for the class, and how they are aligned

with course goals. Note that the assessment may take the form of a paper, project, lesson/unit plan, exam,

or other method for assessing participants’ understanding. Cite the page number where rubrics for these

assignments may be found in the syllabus.

As a result of completing the Mid-course Project, participants will receive summative feedback on what

they have learned to date, and will improve instructional outcomes for students as they will be able to

identify instructional strategies for the first three core practices, and ensure that they impact college and

career readiness. Participants will also be able to identify new instructional strategies and detail how they

will assess their effectiveness in benefitting students. For a complete description of the Mid-course

Project, see session #5. Please see the Appendix for the Mid-Course Project rubric.

Through completing the Final Capstone Project, participants will be able to improve student outcomes by

creating instructional strategies and standards-aligned lesson plans that support students in mastering the

CCSS and moving towards college and career readiness. For a complete description of the Final Capstone

Project, see session #10. Please see the Appendix for the Final Capstone Project rubric.

Grades

8. Explain how the final grade will be calculated, including how much each graded assignment will be

weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). You must

include rubrics for all assignments in this syllabus.

Grading Policy (using rubric 1-4 scale

system) Percentage of Course Credit

Total grade for the course is a culmination of

performance grades.

Course grade is determined by the following:

A: 3.4 – 4.0 Reflections 15%

B: 2.7 – 3.3 Checks for Understanding 25%

C: 2.0 – 2.6 Mid-course Project 25%

F: <2.0 Final Capstone project 35%

Calendar Session # 1: Introduction to the Five Core Practices

Date: self-paced Time: self-paced

Number of hours for this session: 3.25 Assignments due today: See “Assessment & Feedback”

Objectives: Specify instructional goals and standards for this session, including alignment to NYS



Standards, Common Core State Standards, and Danielson’s Framework for Teaching. Note that goals and

standards should be specific to this session and should not be repeated across sessions.

In this unit, you will identify the Five Core Practices and some of their basic characteristics. You will also

become familiar with the characteristics of a college and career ready student that will support the

implementation of these practices.

Domain 1: Planning and Preparation: 1a: Demonstrating Knowledge of Content and Pedagogy: Educators’

instructional plans and classroom practices will reflect and demonstrate a strong understanding of the

content and application of each of the five key core practices. Educators will design lesson plans with clear

instructional outcomes and goals, to measure the effectiveness of integrating the five key core practices into

their classrooms.

Topics and Agenda: List the session topic(s) and agenda, including how much time will be spent on each

activity and how each activity is linked to the objectives. Include a description of any materials that will be

used in this session, as well as links to videos or readings as applicable. Identifying the Five Core Practices and some of their basic characteristics.

Readings:

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

(2010).

Students who are college and career ready in reading, writing, speaking, listening, and language. In Common

Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and

Technical Subjects, p. 7. Washington, DC: Authors.

To link to all videos for this course, please see the appendix.

Application to Classroom Practice: Indicate specific skills and strategies the participant will bring back to

his/her classroom as a result of this session, and/or how they will apply this session’s content to analyzing

student work, designing lesson plans, planning differentiation activities, etc. Please indicate the specific

strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to discuss a few of your strengths and weaknesses around the five

Core Practices.

Please see appendix for additional information

Assessment and Feedback: Explain how participants’ learning from this session will be assessed, including

rubrics, and the methods that will be used for providing feedback. If you plan to ask participants to respond

to a discussion prompt, include the specific prompt or question below. Please cite the page number where the

rubric for any assignments may be found. Participants’ learning from this session will be assessed by the following three methods:

1. Reflection questions provide an opportunity for participants to connect what they have just learned to their

own practice. Online coaches will review responses to reflection questions and provide feedback.

2. Discussion prompts are questions that participants will respond to via a discussion board. These questions

are intended to allow learners to share reflections on their practice and what they have learned from the

course. Participants are encouraged to read and respond to other posts as part of this course’s online

community. Online Coaches provide weekly feedback to course participants.

3. Checks for Understanding, which assess a participant’s learning at the end of each unit.

Please see appendix for a complete list of all reflection questions & discussion prompts.

Calendar Session # 2: Core Practice #1 - Know the Discipline Well




Number of hours for this session: 3.25 Assignments due today: See “Assessment & Feedback” Objectives: Specify instructional goals and standards for this session, including alignment to NYS



In this unit, you will identify the strategies teachers can use in order to effectively implement Know the

Discipline Well into their classroom instruction.

Domain 1: Planning and Preparation: 1a: Demonstrating Knowledge of Content and Pedagogy; 1e:

Designing Coherent Instruction: Educators’ instructional plans and classroom practices will reflect and

demonstrate a strong understanding of the content and application of each of the five key core practices.

Educators will design lesson plans with clear instructional outcomes and goals, to measure the effectiveness

of integrating the five key core practices into their classrooms.



used in this session, as well as links to videos or readings as applicable. Identifying the strategies teachers can use in order to effectively implement Know the Discipline Well into

their classroom instruction.

Readings:

Baumann, J. F., & Graves, M. F. (2010). What is academic vocabulary? Journal of Adolescent &

Adult

Literacy, (54)1, 4-12. doi: 10.1598/JAAL.54.1.1

Feldman, K., & Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary

instruction. ReadAbout: Scholastic Professional Paper. Retrieved from

http://teacher.scholastic.com/products/authors/pdfs/narrowing_the_gap.pdf




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to implement Know the Discipline Well into your

classroom instruction.













Calendar Session # 3: Core Practice #2 - Prioritize Evidence over Opinion







In this unit, you will identify the strategies teachers can use in order to effectively implement Prioritize

Evidence Over Opinion into their classroom instruction.






CCSS: Comprehension and Collaboration: CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate

effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and

expressing their own clearly and persuasively. Presentation of Knowledge and Ideas: CCSS.ELA-

LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can

follow the line of reasoning and the organization, development, and style are appropriate to task, purpose,

and audience.



used in this session, as well as links to videos or readings as applicable. Identifying the strategies teachers can use in order to effectively implement Prioritize Evidence Over

Opinion into their classroom instruction.

Readings:

Brown, S., & Kappes, L. (2012). Implementing the Common Core State Standards: A primer on

“close reading of text”. Retrieved from

http://www.aspendrl.org/portal/browse/DocumentDetail?documentId=1396&download

Fisher, D., & Frey, N. (2012). Text-dependent questions: Effective questions about literature and

nonfiction texts require students to delve into a text to find answers. Principal Leadership, 71-73.

Retrieved from http://standardstoolkit.dpsk12.org/files/Article_Text_Dependent_Questions.pdf

The Aspen Institute. (2012). Text dependent questions and the CCSS. Retrieved from

http://www.coloradoedinitiative.org/wp-content/uploads/2014/04/Text-Dependent-Questions.pdf




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to implement Prioritize Evidence over Opinion

into your classroom instruction.


















Calendar Session # 4: Core Practice #3 - Grow and Improve Students’ Knowledge Base





In this unit, you will identify the strategies teachers can use in order to effectively implement Grow and

Improve Students’ Knowledge Base into their classroom instruction.











and audience.



used in this session, as well as links to videos or readings as applicable. Identifying the strategies teachers can use in order to effectively implement Grow and Improve Students’

Knowledge Base into their classroom instruction.

Readings: Kolk, M. (n.d.). Write a great authentic task. Retrieved from

http://creativeeducator.tech4learning.com/Uploads/pdfs/v01/Writing_an_Authentic_Task.pdf




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to implement Grow and Improve Students’

Knowledge Base into your classroom instruction.










http://creativeeducator.tech4learning.com/Uploads/pdfs/v01/Writing_an_Authentic_Task.pdf









Calendar Session # 5: Mid-Course Project

Date: self-paced Time: self-paced (ranges by participant)

Number of hours for this session: 5- the number of hours is based on an estimate that participants will need

to reference readings and video lectures to identify instructional strategies for each of the three core

practices, and explain how they impact college and career readiness (approximately 2 hours). Participants

then need to identify new instructional strategies and detail how they will assess them for effectiveness

(approximately 2 hours), and finally, participants will need to reflect on their practice (approximately 1

hour).

Assignments due today: See “Topics” Topics and Agenda: List the session topic(s) and agenda, including how much time will be spent on each


used in this session, as well as links to videos or readings as applicable. Description: The five key Core Practices have the potential to create powerful results for students and

prepare them for success in college and career. The purpose of this project is to demonstrate your

understanding of Insight’s Core Practice one, two, and three by creating a chart that informs colleagues of

the instructional strategies that coincide with the first three Core Practices. The chart will detail each Core

Practice, an instructional strategy that will enable an educator to effectively implement the chosen indicators

of that particular Core Practice, and the outcome of the instructional strategy on preparing students to be

college and career ready. Additionally, for each Core Practice, you will identify a new strategy to add to

each Core Practice. In the end, you will have a comprehensive, go-to document to use when creating lesson

plans. Once this is completed, you will write a reflection on the process. This project serves as a building

block for the final capstone project.

Complete the Core Practice Instructional Strategy Chart to inform you and your colleagues of

strategies that represent each Core Practice:

Identify an instructional strategy for each indicator of Core Practice one, two, and three.

Explain the impact of this instructional strategy on preparing students to be college and career ready.

Identify a new instructional strategy for each indicator and detail how you will assess to see if it is

effective.

Please note that you will receive feedback on your work and be evaluated against the project rubric.

Reflect on Practice: When writing your reflection, ask yourself the following question: How do the Core

Practices shift your instruction? Specifically, in creating the chart:

What influenced your choosing of a particular instructional strategy?

How did you determine the instructional strategy to utilize with each chosen indicator?

How will that instructional strategy prepare students to be college and career ready?

What did you learn through your chart creation process?



What other observations did you have and what will be your next steps?

When you’ve completed your Mid-course Project, upload your Instructional Strategies to Use with the Core

Practices chart to the Evidence tab in the eClassroom.

Please see Appendix for complete Mid-Course Project

Calendar Session # 6: Core Practice #4- Assess Progress towards Mastery


Number of hours for this session: 3 Assignments due today: See “Assessment & Feedback” Objectives: Specify instructional goals and standards for this session, including alignment to NYS



In this unit, you will identify the strategies teachers can use in order to effectively implement Assess

Progress Towards Mastery into their classroom instruction.











and audience.



used in this session, as well as links to videos or readings as applicable. Identifying the strategies teachers can use in order to effectively implement Assess Progress Towards

Mastery into their classroom instruction.

Readings:

Richard, M. G. (2007, April 15). Fixed mindset vs. growth mindset: Which one are you? [Blog post].

Retrieved from http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Dweck, C. S. (2007/8). The secret to raising smart kids. Scientific American Mind, 18(6), 36-43.

Retrieved from http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids/

Ruff, J. (2010). Collaboration, critique and classroom culture. UnBoxed: A Journal of Adult Learning in

Schools, 6(Fall). Retrieved from http://www.hightechhigh.org/unboxed/issue6/collaboration/




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to implement Assess Progress towards Mastery

into your classroom instruction.






http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids/

http://www.hightechhigh.org/unboxed/issue6/collaboration/













Calendar Session # 7: Core Practice #5 - Promote Intellectual Risk Taking and Persistence





In this unit, you will identify the strategies teachers can use in order to effectively implement Promote

Intellectual Risk Taking and Persistence into their classroom instruction.











and audience.



used in this session, as well as links to videos or readings as applicable. Identifying the strategies teachers can use in order to effectively implement Promote Intellectual Risk Taking

and Persistence into their classroom instruction.

Readings:

Dweck, C. S. (2007/8). The secret to raising smart kids. Scientific American Mind, 18(6), 36-43.

Retrieved

from http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids/

Richard, M. G. (2007, April 15). Fixed mindset vs. growth mindset: Which one are you? [Blog post].

Retrieved from http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Ruff, J. (2010). Collaboration, critique and classroom culture. UnBoxed: A Journal of Adult Learning in





http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids/


Schools, 6(Fall). Retrieved from http://www.hightechhigh.org/unboxed/issue6/collaboration/




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to implement Promote Intellectual Risk Taking

and Persistence into your classroom instruction.













Calendar Session # 8: Core Practices in Action





In this unit, you will observe how all of the Core Practices work together to create a dynamic classroom.











and audience.



used in this session, as well as links to videos or readings as applicable. Observing how all of the Core Practices work together to create a dynamic classroom.









strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to develop a plan to fully incorporate the Core Practices into your














Calendar Session # 9: Course Closing





In this unit, you will reflect on the five Core Practices and identify the ways they can be integrated and

connected in classroom instruction.











and audience.



used in this session, as well as links to videos or readings as applicable. Reflecting on the five Core Practices and identify the ways they can be integrated and connected in










strategies teachers will apply in their classroom and a result of the specific learning from this lesson. By the end of this unit, you will be able to create a unit plan that incorporates the five Core Practices.













Calendar Session # 10: Final Capstone Project

Date: self-paced Time: self-paced (ranges by participant)

Number of hours for this session: 5- the number of hours is based on an estimate that participants will need

to reference readings and video lectures to create instructional strategies for the remaining two core

practices, and detail how they will support students in mastering the CCSS and developing college and

career readiness (approximately 2 hours). Participants then need to create three standards aligned lesson

plans (approximately 2 hours). Finally, participants will reflect on their feedback (approximately 1 hour).

Assignments due today: See “Topics” Topics and Agenda: List the session topic(s) and agenda, including how much time will be spent on each


used in this session, as well as links to videos or readings as applicable. Insight’s five key Core Practices have the potential to create powerful results for students and prepare them

for success in college and career. The purpose of this project is to demonstrate your understanding of

Insight’s Core Framework by creating a unit plan that incorporates the instructional strategies, which

coincide with the five Core Practices. Before creating the unit plan, you will complete the Core Practice

Instructional Strategy chart by identifying an instructional strategy that will enable an educator to effectively

implement the indicators of Core Practices four and five, as well as detail the outcome of the instructional

strategy on preparing students to be successful in college and career. Additionally, you will identify a new

strategy that can be used for Core Practices four and five. Once the chart is completed, you will use the

strategies identified for all five Core Practices and create a standards-aligned unit plan.

Complete the Core Practice Instructional Strategy chart to inform you and your colleagues of

strategies that represent each Core Practice:

Identify an instructional strategy for each indicator of Core Practice four and five.

Explain the impact of this instructional strategy on preparing students to master the common core



while developing the skills needed to succeed in college and career.

Identify a new instructional strategy for each indicator of Core Practice four and five, and detail how

you will assess to see if it is effective.

Using the instructional strategies you identified for the Core Practice Instructional Strategy chart,

create a standards-aligned unit plan that incorporates all five Core Practices. Specifically, the unit

plan will include: Three standards-aligned lesson plans. Incorporate no more than two Core Practices into each lesson

plan.

Materials your students will use.

Please note that you will receive feedback on your work and be evaluated against the project rubric.

Reflect on Practice: When writing your reflection on the process of identifying the instructional strategies for Core Practices four

and five, ask yourself the following question: How do the Core Practices shift your instruction? Specifically,

in identifying the instructional strategies for Core Practice four and five:

What influenced your choosing of a particular instructional strategy?

How did you determine the instructional strategy to utilize with each chosen indicator?

How will that instructional strategy prepare students to be college and career ready?

What did you learn through your chart creation process?

What other observations did you have and what will be your next steps?

When writing your reflection on the process of creating the standards-aligned unit plan incorporating the five

Core Practices, ask yourself:

What influenced your decision to integrate those particular instructional strategies for each Core

Practice and why.

How each Core Practice aligns to content standards and objectives.

How your lesson plans will help you implement the five Core Practices into the classroom.

How your students will benefit from the Core Practices.

How the Core Practices will help your students become college and career ready.

How you handled the challenges that came up during this process.

See Appendix for full description of Final Capstone Project & Rubric

APPENDIX:

Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4)

Checks for

Understanding

65% or below 66-79%

80-89% 90-100%



Reflection

Question

Participant has

included little to no

content indicating

consideration and

comprehension of

course content.

Participant has not

addressed the

questions posed.

Participant has

copied from the

course transcript

without synthesis or

analysis.

Participant has

included little

that indicates

consideration

and

comprehension

of course

content.

Participant has

answered most

questions

directly but

some too

briefly.

Participant has

included

appropriate

content from the

course content

and made

connections to

practice.

Participant has

made thoughtful

comments in

direct response

to the prompts.

Participant has provided

rich detail and

supporting examples

from the course content

and made specific

connections to his or her

practice.

OR

Participant has made

thoughtful comments in

direct response to the

prompts and created

next steps to support his

or her learning.

Mid-Course Project:

Description: The five key Core Practices have the potential to create powerful results for students and prepare them for success in college and career. The purpose of this project is to demonstrate your understanding of Insight’s Core Practice one, two, and three by creating a chart that informs colleagues of the instructional strategies that coincide with the first three Core Practices. The chart will detail each Core Practice, an instructional strategy that will enable an educator to effectively implement the chosen indicators of that particular Core Practice, and the outcome of the instructional strategy on preparing students to be college and career ready. Additionally, for each Core Practice, you will identify a new strategy to add to each Core Practice. In the end, you will have a comprehensive, go-to document to use when creating lesson plans. Once this is completed, you will write a reflection on the process. This project serves as a building block for the final capstone project. Complete the Core Practice Instructional Strategy Chart to inform you and your colleagues of strategies that represent each Core Practice:

Identify an instructional strategy for each indicator of Core Practice one, two, and three. Explain the impact of this instructional strategy on preparing students to be college and career ready. Identify a new instructional strategy for each indicator and detail how you will assess to see if it is effective.

Please note that you will receive feedback on your work and be evaluated against the project rubric. Reflect on Practice: When writing your reflection, ask yourself the following question: How do the Core Practices shift your instruction? Specifically, in creating the chart:

What influenced your choosing of a particular instructional strategy? How did you determine the instructional strategy to utilize with each chosen indicator? How will that instructional strategy prepare students to be college and career ready? What did you learn through your chart creation process? What other observations did you have and what will be your next steps?



When you’ve completed your Mid-course Project, upload your Instructional Strategies to Use with the Core Practices chart to the Evidence tab in the eClassroom. Insight Core Framework 1. Know the Discipline Well 1.1 Models precise content knowledge 1.2 Models and uses academic vocabulary 1.3 Uses resources that are high quality and appropriately complex 2. Prioritize Evidence over Opinion 2.1 Asks questions that require evidence-based answers 2.2 Creates learning activities that require the use of evidence when building arguments, making claims or explaining thinking 3. Grow and Improve Students’ Knowledge Base 3.1 Makes connections within and across disciplines 3.2 Provides assignments that require the application of knowledge for real purposes 3.3 Requires the exchange and analysis of multiple perspectives 4. Assess Progress towards Mastery 4.1 Provides multiple opportunities for students to demonstrate understanding 4.2 Provides timely and effective feedback 4.3 Makes adjustments based on a variety of student data 5. Promote Intellectual Risk Taking and Persistence 5.1 Builds a supportive and challenging learning environment 5.2 Builds a climate that encourages academic curiosity 5.3 Uses time, space and routines to allow for deep engagement with content ©Insight Education Group, Inc. 2013 Core Practice Instructional Strategy Chart

Insight Core Practice Instructional Strategy Impact of Instructional Strategy on College and

Career Readiness

How will I assess the effectiveness of the

Instructional Strategy?

Know the Discipline Well

1.1 Models precise content knowledge.

1.

2.

1.2 Models and uses academic vocabulary.

1.

2.

1.3 Uses resources that are high quality and appropriately complex.

1.

2.



Prioritize Evidence Over Opinion

2.1 Asks questions that require evidence-based answers.

1.

2.

2.2 Creates learning activities that require the use of evidence when building arguments, making claims or explaining thinking.

1.

2.

Grow and Improve Students’ Knowledge Base

3.1 Makes connections within and across disciplines.

1.

2.

3.2 Provides assignments that require the application of knowledge for real purposes.

1.

2.

3.3 Requires the exchange and analysis of multiple perspectives.

1.

2.

Mid-course Project Evaluation:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of Instructional Strategy Chart (25%)

Core Practice Instructional Chart only lists the Instructional Strategies.

Core Practice Instructional Chart lists Instructional Strategies and impact on career and college readiness.

Core Practice Instructional Chart lists Instructional Strategies, impact on career and college readiness, and an assessment of its effectiveness.

Core Practice Instructional Chart lists Instructional Strategies, impact on career and college readiness, and an assessment of its effectiveness. Develops a chart that includes clear and concise components and demonstrates planning



mastery.

Instructional Strategy Identification (25%)

Does not identify a new strategy.

Identifies a new strategy for four of the Core Practice one through three indicators.

Identifies a new strategy for six of the Core Practice one through three indicators.

Identifies a new strategy for all eight of the Core Practice one through three indicators.

Impact of Instructional Strategy on College and Career Readiness (25%)

Instructional strategy is not aligned with the Core Practice indicator and will not have an impact on college and career readiness.

Instructional strategy is loosely aligned with the Core Practice indicator and will have a slight impact on college and career readiness.

Instructional strategy is aligned with the Core Practice indicator and will have an impact on college and career readiness.

Instructional strategy is aligned with the Core Practice indicator and will have a significant impact on college and career readiness. Data and details are provided as to why this instructional strategy will be effective.

Reflection on Practice (25%)

Provides a narrow reflection on strengths and challenges from the Instructional Strategy chart.

Provides a brief reflection on strengths and challenges from the Instructional Strategy chart.

Provides a thorough reflection on strengths and challenges from the Instructional Strategy chart.

Provides a comprehensive reflection on strengths and challenges from the Instructional Strategy chart and provides action steps.

Mid-course Project Performance Summary A: 3.4 – 4.0 B: 2.7 – 3.3 C: 2.0 – 2.6 F: < 2.0

Total Score

Qualitative Feedback:

Mid-course Project Evaluation Rubric:

Project

component

Underdeveloped

(1)

Basic (2) Proficient (3) Distinguished (4) Score

Quality of

Instructional

Strategy Chart

(25%)

Core Practice

Instructional

Chart only lists

the Instructional

Strategies.

Core Practice

Instructional

Chart lists

Instructional

Strategies and

impact on career

and college

Core Practice

Instructional Chart

lists Instructional

Strategies, impact on

career and college

readiness, and an

assessment of its

Core Practice

Instructional Chart lists

Instructional Strategies,

impact on career and

college readiness, and an

assessment of its

effectiveness.



readiness. effectiveness.

Develops a chart that

includes clear and concise

components and

demonstrates planning

mastery.

Instructional

Strategy

Identification

(25%)

Does not identify

a new strategy.

Identifies a new

strategy for four

of the Core

Practice one

through three

indicators.

Identifies a new

strategy for six of

the Core Practice

one through three

indicators.

Identifies a new strategy

for all eight of the Core

Practice one through

three indicators.

Impact of

Instructional

Strategy on

College and

Career

Readiness

(25%)

Instructional

strategy is not

aligned with the

Core Practice

indicator and will

not have an

impact on college

and career

readiness.

Instructional

strategy is

loosely aligned

with the Core

Practice indicator

and will have a

slight impact on

college and

career readiness.

Instructional

strategy is aligned

with the Core

Practice indicator

and will have an

impact on college

and career readiness.

Instructional strategy is

aligned with the Core

Practice indicator and

will have a significant

impact on college and

career readiness.

Data and details are

provided as to why this

instructional strategy will

be effective.

Reflection on

Practice

(25%)

Provides a

narrow reflection

on strengths and

challenges from

the Instructional

Strategy chart.

Provides a brief

reflection on

strengths and

challenges from

the Instructional

Strategy chart.

Provides a thorough

reflection on

strengths and

challenges from the

Instructional

Strategy chart.

Provides a

comprehensive reflection

on strengths and

challenges from the

Instructional Strategy

chart and provides action

steps.

Mid-course Project Performance Summary

A: 3.4 – 4.0

B: 2.7 – 3.3

C: 2.0 – 2.6

F: < 2.0

Total Score


Final Capstone Project:



Description: Insight’s five key Core Practices have the potential to create powerful results for students and prepare them for success in college and career. The purpose of this project is to demonstrate your understanding of Insight’s Core Framework by creating a unit plan that incorporates the instructional strategies, which coincide with the five Core Practices. Before creating the unit plan, you will complete the Core Practice Instructional Strategy chart by identifying an instructional strategy that will enable an educator to effectively implement the indicators of Core Practices four and five, as well as detail the outcome of the instructional strategy on preparing students to be successful in college and career. Additionally, you will identify a new strategy that can be used for Core Practices four and five. Once the chart is completed, you will use the strategies identified for all five Core Practices and create a standards-aligned unit plan. Complete the Core Practice Instructional Strategy chart to inform you and your colleagues of strategies that represent each Core Practice:

Identify an instructional strategy for each indicator of Core Practice four and five. Explain the impact of this instructional strategy on preparing students to master the common core while developing

the skills needed to succeed in college and career. Identify a new instructional strategy for each indicator of Core Practice four and five, and detail how you will assess

to see if it is effective. Using the instructional strategies you identified for the Core Practice Instructional Strategy chart, create a standards-aligned unit plan that incorporates all five Core Practices. Specifically, the unit plan will include:

Three standards-aligned lesson plans. Incorporate no more than two Core Practices into each lesson plan. Materials your students will use.

Please note that you will receive feedback on your work and be evaluated against the project rubric. Reflect on Practice: When writing your reflection on the process of identifying the instructional strategies for Core Practices four and five, ask yourself the following question: How do the Core Practices shift your instruction? Specifically, in identifying the instructional strategies for Core Practice four and five:

What influenced your choosing of a particular instructional strategy? How did you determine the instructional strategy to utilize with each chosen indicator? How will that instructional strategy prepare students to be college and career ready? What did you learn through your chart creation process? What other observations did you have and what will be your next steps?

When writing your reflection on the process of creating the standards-aligned unit plan incorporating the five Core Practices, ask yourself:

What influenced your decision to integrate those particular instructional strategies for each Core Practice and why.

How each Core Practice aligns to content standards and objectives. How your lesson plans will help you implement the five Core Practices into the classroom. How your students will benefit from the Core Practices. How the Core Practices will help your students become college and career ready. How you handled the challenges that came up during this process.

Insight Core Framework 1. Know the Discipline Well 1.1 Models precise content knowledge



1.2 Models and uses academic vocabulary 1.3 Uses resources that are high quality and appropriately complex 2. Prioritize Evidence over Opinion 2.1 Asks questions that require evidence-based answers 2.2 Creates learning activities that require the use of evidence when building arguments, making claims or explaining thinking 3. Grow and Improve Students’ Knowledge Base 3.1 Makes connections within and across disciplines 3.2 Provides assignments that require the application of knowledge for real purposes 3.3 Requires the exchange and analysis of multiple perspectives 4. Assess Progress towards Mastery 4.1 Provides multiple opportunities for students to demonstrate understanding 4.2 Provides timely and effective feedback 4.3 Makes adjustments based on a variety of student data 5. Promote Intellectual Risk Taking and Persistence 5.1 Builds a supportive and challenging learning environment 5.2 Builds a climate that encourages academic curiosity 5.3 Uses time, space and routines to allow for deep engagement with content ©Insight Education Group, Inc. 2013 When you've completed your Final Capstone Project, upload your updated Core Practice Instructional Strategy chart, the five Core Practices lesson plan and self-reflection paper to the evidence tab in the eClassroom. Core Practice Instructional Strategy Chart

Insight Core Practice Instructional Strategy Impact of Instructional Strategy on College and

Career Readiness

How will I assess the effectiveness of the

Instructional Strategy?

Assess Progress Towards Mastery

4.1 Provides multiple opportunities for students to demonstrate understanding.

1.

2.

4.2 Provides timely and effective feedback.

1.

2.

4.3 Makes adjustments based on a variety of student data.

1.

2.



Promote Intellectual Risk Taking and Persistence

5.1 Builds a supportive and challenging learning. Environment

1.

2.

5.2 Builds a climate that encourages academic curiosity.

1.

2.

5.3 Uses time, space and routines to allow for deep engagement with content.

1.

2.

Final Capstone Project Evaluation:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of Instructional Strategy Chart (25%)

Core Practice Instructional Chart only lists the instructional strategies for Core Practices four and five.

Core Practice Instructional Chart lists instructional strategies for Core Practices four and five as well as their impact on career and college readiness.

Core Practice Instructional Chart lists instructional strategies for Core Practices four and five, their impact on career and college readiness, and an assessment of its effectiveness.

Core Practice Instructional Chart lists instructional strategies for Core Practices four and five, their impact on career and college readiness, and an assessment of their effectiveness. Develops a chart that includes clear and concise components and demonstrates planning mastery.

Instructional Strategy Identification (25%)

Does not identify a new strategy for the Core Practice four and five indicators.

Identifies a new strategy for four of the Core Practice four and five indicators.

Identifies a new strategy for six of the Core Practice four and five indicators.

Identifies a new strategy for all eight of the Core Practice our and five indicators.

Quality of Lesson plan (25%)

The unit plan does not incorporate the five Core Practices.

The unit plan incorporates three of the five Core Practices.

The unit plan incorporates all of the five Core Practices.

The unit plan incorporates all five Core Practices. It includes clear and concise components and demonstrates planning mastery.



Reflection on Practice (25%)

Provides a narrow reflection on strengths and challenges from completing the Instructional Strategy chart and lesson plan.

Provides a brief reflection on strengths and challenges from completing the Instructional Strategy chart and lesson plan.

Provides a thorough reflection on strengths and challenges from completing the Instructional Strategy chart and lesson plan.

Provides a comprehensive reflection on strengths and challenges from completing the Instructional Strategy chart and lesson plan.

Final Capstone Project Performance Summary A: 3.4 – 4.0 B: 2.7 – 3.3 C: 2.0 – 2.6 F: < 2.0

Total Score


Final Capstone Project Evaluation Rubric:

Project

component

Underdeveloped

(1)

Basic (2) Proficient (3) Distinguished (4) Score

Quality of

Instructional

Strategy Chart

(25%)

Core Practice

Instructional

Chart only lists

the instructional

strategies for

Core Practices

four and five.

Core Practice

Instructional

Chart lists

instructional

strategies for

Core Practices

four and five as

well as their

impact on

career and

college

readiness.

Core Practice

Instructional Chart lists

instructional strategies for

Core Practices four and

five, their impact on

career and college

readiness, and an

assessment of its

effectiveness.

Core Practice

Instructional Chart

lists instructional

strategies for Core

Practices four and

five, their impact on

career and college

readiness, and an

assessment of their

effectiveness.

Develops a chart that

includes clear and

concise components

and demonstrates

planning mastery.

Instructional

Strategy

Identification

(25%)

Does not identify

a new strategy for

the Core Practice

four and five

indicators.

Identifies a

new strategy

for four of the

Core Practice

four and five

Identifies a new strategy

for six of the Core

Practice four and five

indicators.

Identifies a new

strategy for all eight of

the Core Practice our

and five indicators.



indicators.

Quality of

Lesson plan

(25%)

The unit plan

does not

incorporate the

five Core

Practices.

The unit plan

incorporates

three of the five

Core Practices.

The unit plan

incorporates all of the

five Core Practices.

The unit plan

incorporates all five

Core Practices. It

includes clear and

concise components

and demonstrates

planning mastery.

Reflection on

Practice

(25%)

Provides a

narrow reflection

on strengths and

challenges from

completing the

Instructional

Strategy chart

and lesson plan.

Provides a brief

reflection on

strengths and

challenges

from

completing the

Instructional

Strategy chart

and lesson

plan.

Provides a thorough

reflection on strengths

and challenges from

completing the


chart and lesson plan.

Provides a

comprehensive

reflection on strengths

and challenges from

completing the


chart and lesson plan.

Final Capstone Project Performance Summary

A: 3.4 – 4.0

B: 2.7 – 3.3

C: 2.0 – 2.6

F: < 2.0

Total Score


*Additional information on “Application to Classroom Practice” section, for all units: Each unit provides

resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing

lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates

and protocols support applying course concepts to classroom practice and implementing course strategies.

*Video: To look at all video links for this course, please go to:

http://eclassroom.kdsi.org/Login.aspx

Your login credentials are:

Username: ASPDPFall2015


http://eclassroom.kdsi.org/Login.aspx


Temporary Password: welcome1

Reflection Questions & Discussion Prompts

Unit 1:

Reflection Questions:

The article lists seven (7) skills that they call "capacities of the literate individual". How will

these skills help students become college and career ready?

Discussion Prompts:

It is imperative that students leave high school prepared for college and/or a career. How will you

develop your students to be college and career ready?

Checks for Understanding:

1. The Core Practices are an approach to instruction that will enable teachers to prepare students to be

college and career ready through utilizing instructional strategies:

a. True *

b. False

2. In Ms. Conway's class, her students are able to ask for help, ask relevant questions, and state their

opinions. This is because she has worked with them to develop which capacity of the literate individual?

a. They build strong content knowledge.

b. They value evidence.

c. They demonstrate independence. *

d. They comprehend as well as critique.

3. In the ever-changing world students currently live in, it is imperative that they know how to interact

with people from a variety of different backgrounds. Which capacity of the literate individual will enable

students to understand those whom are different from them?

a. They value evidence.

b. They come to understand other perspectives and cultures.*

c. They demonstrate independence.



d. They use technology and digital media strategically and capably.

4. In Mr. Shaw's ELA class, students are engaged in a discussion about the novel they are currently

reading. The students consistently refer back not only the current novel, but to other novels they have read

in this unit. What capacity of the literate individual do his students display?

a. They comprehend as well as critique.

b. They build strong content knowledge.

c. They demonstrate independence.

d. They value evidence. *

Unit 2:


In the reading, “What is Academic Vocabulary”, the authors discuss Domain-Specific and

General Academic Vocabulary. How can you incorporate both in your classroom?

Take some time to reflect on how well you know your content area and are able to demonstrate

this in the classroom. Detail where you fall on the Core Framework Rubric by explaining your

strengths and weaknesses.

Miss Glenn’s lesson demonstrated indicator 1.2 Models and uses academic vocabulary, as well as

1.3 Uses resources that are high quality and appropriately complex. How could you use a strategy

such as the Frayer Model to teach academic vocabulary in your content area? How is the

approach outlined in the Core Rubric the same and different from your current approach? Where

do you fall on the Core Framework Rubric?

Miss Mansfields’ lesson demonstrated indicator 1.2 models and uses academic vocabulary. What

learning activities do you currently use that engage your students with academic vocabulary?

How is the approach outlined in the Core Rubric the same and different from your current

approach? Where do you fall on the Core Framework Rubric?

Discussion prompts:

For each indicator of Core Practice 1, identify and explain an instructional strategy you can use in

the classroom.

Check for Understanding:

1. Mr. Holly is introducing a new unit to his students. Since there are key vocabulary words he wants his

students to know, he provides a dictionary for each student to find the definition. What would be a more

effective way to teach the key academic vocabulary?

a. Allowing students to figure out the definitions on their own

b. Teaching the vocabulary as they come up throughout the unit



c. Using Direct Instruction to teach the words*

d. Providing the students with the definition in advance of reading

2. In Ms. Harper’s class, she is connecting new terms to students’ prior knowledge. This represents which

instructional step in teaching vocabulary?

a. Explain*

b. Provide examples

c. Assess

d. Elaborate

3. A Math teacher will use General Academic Vocabulary?

a. True

b. False *

4. Knowing the Discipline Well has three indicators. Indicator 1.1 details how teachers should know and

be able to model precise content knowledge. According to the Core Framework Rubric, how does a

teacher demonstrate precise content knowledge?

a. By aligning content with objectives

b. By utilizing only grade-level texts and learning materials

c. By providing students some ways to develop their understanding of academic vocabulary

d. By teaching the content so that it extends students’ understanding beyond what is required for mastery

of objectives *

Unit 3:


Explain the Progression of Text-Dependent Questions and how you can incorporate this into your

subject area.

Take some time to reflect on how you currently teach students to Prioritize Evidence Over

Opinion in the classroom. Detail where you fall on the Core Framework Rubric by explaining

your strengths and weaknesses.

Miss Walker’s lesson demonstrated indicator 2.2 Creates learning activities that require the use of

evidence when building arguments, making claims or explaining thinking. What learning



activities do you currently use that require students to use evidence? How is the approach

outlined in the Core Rubric the same and different from your current approach? Where do you

fall on the Core Framework Rubric?

Miss Cooper’s lesson demonstrated indicator 2.1 Asks questions that require evidence-based

answers. How do you currently integrate this type of questioning into your classroom? How is the

approach outlined in the Core Rubric the same and different from your current approach? Where

do you fall on the Core Framework Rubric?

Discussion Prompts:

For each indicator of Core Practice 2, identify and explain an instructional strategy you can use in

the classroom.


1. Unlike non-text-dependent questions, text-dependent questions rely on:

a. Explicit answers rooted in any given reading *

b. Student’s reference point

c. Personal opinion

d. Making predictions

2. Ms. Conway’s eleventh grade English class is reading an article about circadian rhythms, which of the

following is a text-dependent question she can use?

a. Define circadian rhythms in your own words.

b. What did you learn about your circadian rhythms?

c. Explain the impact daylight has on circadian rhythms. *

d. Have you ever experienced a change in your circadian rhythms?

3. All of the following are true about text-dependent questions except:

a. They are open-ended

b. They encourage students to spend time thinking about the text

c. They allow students to get the gist of what a passage means *

d. They target academic vocabulary



4. Why is it important for teachers to ask their students text-dependent questions?

a. It builds a habit of critical thinking in students *

b. It teaches students to accept what an author states as truth

c. It enables students to draw on personal experiences when reading

d. It enables student to read for recall and recitation questions

Unit 4:


Creating authentic tasks can be challenging. What challenges do you anticipate or have you

encountered in creating authentic tasks? How can these be overcome?

Take some time to reflect on how you currently Grow and Improve Students’ Knowledge Base in

the classroom. Detail where you fall on the Core Framework Rubric by explaining your strengths

and weaknesses.

Miss Glenn’s lesson demonstrated indicator 3.2, Provides assignments that require the application

of knowledge for real purposes. How do you currently integrate the “real world” into your

classroom? How is the approach outlined in the Core Rubric the same and different from your

current approach? Where do you fall on the Core Framework Rubric?

Chef Edwards’ lesson demonstrated indicator 3.3, Requires the exchange and analysis of multiple

perspectives. How do you currently engage students in the process of considering the point of

view of others? How is the approach outlined in the Core Rubric the same and different from

your current approach? Where do you fall on the Core Framework Rubric?

Discussion Prompts:

For each indicator of Core Practice Three, identify and explain an instructional strategy you can

use in the classroom.


1. What is an authentic task?

a. One that is based on the classroom lesson

b. One that is based on a historical event

c. One that is based on a real-world problem *

d. One that is based on subjectivity

2. In both lesson clips, students are assigned an authentic task. This exemplifies which indicator?



a. Indicator 3.1 Makes connections within and across disciplines

b. Indicator 3.2 Provides assignments that require the application of knowledge for real purposes *

c. Indicator 3.3 Requires the exchange and analysis of multiple perspectives

3. In order for teachers to grow and improve their students’ knowledge base, they should require the

exchange and analysis of multiple perspectives, indicator 3.3. This means they should:

a. Allow students to analyze diverse points of view through learning activities including conversation,

reading or writing

b. Provide students opportunities to develop their own perspective

c. Encourage the contextualizing of perspectives in place, time and environment

d. All of the included *

4. When creating an authentic task, it is imperative that students are able to provide rote answers:

a. True

b. False *

Unit 5: Mid-Course Project

Unit 6:


Student-centered assessments are an effective way to measure student understanding. What types

of criteria and/or activities do you currently use in your classroom that would be considered

student-centered? How can you make your assessments more student-centered?

Take some time to reflect on your current use of assessments and feedback in the classroom.

Detail where you fall on the Core Framework Rubric by explaining your strengths and

weaknesses.

Miss Allemani's lesson demonstrated indicator 4.2, provides timely and effective feedback. How

do you currently provide feedback as a way to assess your students’ progress towards mastery of

standards? How is the approach outlined in the Core Rubric the same and different from your


Miss Cooper's lesson demonstrated indicator 4.1, provides multiple opportunities for students to

demonstrate understanding. How do you currently assess mastery of standards in relation to

indicator 4.1? How is the approach outlined in the Core Rubric the same and different from your


Discussion Prompts:



In this unit, you saw teachers demonstrate indicators 4.1 and 4.2. For each of those indicators,

identify a strategy you can use in your classroom. Discuss each strategy, explaining why you

chose it and how you will use it in your classroom.


1. By teachers incorporating whole group discussions, group discussions, and one-on-one assistance in

their classroom, a teacher can Assess Progress Towards Mastery by which indicator:

a. Indicator 4.1 Provides multiple opportunities for students to demonstrate understandings

b. Indicator 4.2 Provides timely and effective feedback *

c. Indicator 4.3 Makes adjustments based on a variety of student data

2. By being cognizant of student engagement levels and student understandings, a teacher can Assess

Progress Towards Mastery by which indicator:

a. Indicator 4.1 Provides multiple opportunities for students to demonstrate understandings

b. Indicator 4.2 Provides timely and effective feedback

c. Indicator 4.3 Makes adjustments based on a variety of student data *

3. In assessing standards, and their students’ progress towards meeting those standards, teachers must be

cognizant of:

a. How they assess content standards

b. What constitutes mastery performance *

c. The content they are teaching their students

d. How they assess performance standards

4. Taking a student-centered approach to assessment is an effective way to assess for mastery. In order for

this to be effective, a teacher needs to:

a. Constantly monitor student progress

b. Grade each assignment a student completes

c. Keep a meticulous gradebook

d. Know their students’ strengths and weaknesses *

Unit 7:


Reflect on the mindsets of your students. Would you say they are more fixed or growth oriented?

How can you encourage all of your students to have a growth mindset?

Take some time to reflect on how you currently Promote Intellectual Risk Taking and Persistence

in the classroom. Detail where you fall on the Core Framework Rubric by explaining your

strengths and weaknesses.

Miss Allemani’s lesson demonstrated indicator 5.1, Builds a supportive and challenging learning

environment. How do you currently provide this type of environment in your classroom? How is

the approach outlined in the Core Rubric the same and different from your current approach?

Where do you fall on the Core Framework Rubric?

Miss Mansfields’ lesson demonstrated indicator 5.2, Builds a climate that encourages academic

curiosity. How do you currently do this in your classroom? How is the approach outlined in the



Core Rubric the same and different from your current approach? Where do you fall on the Core

Framework Rubric?

Discussion Prompts:

In this unit, you saw teachers demonstrate indicators 5.1 and 5.2. For each of those indicators,

identify a strategy you can use in your classroom. Discuss each strategy, explaining why you

chose it and how you will use it in your classroom.


1. Ms. Andrews is being observed today by her principal. In their pre-observation conference, Ms.

Andrews informs the principal that the students will be participation in a Critique Cycle on the

observation day and that she will see the students engaged in all of the behaviors below except:

a. Collaborating with one another

b. Seeking feedback from their classmates

c. Working independently *

d. Helping classmates who may be struggling with the assignment

2. In the reading, the author discusses how in order for students to buy into the critique, they must realize

the value in their classmates’ knowledge. How can teachers show their students they can be “living

resources” to their fellow classmates:

a. By not making adjustments to the seating chart

b. By encouraging independent activities

c. By sharing their skillset through partner or group work *

d. By providing teacher feedback

3. A fellow teacher was visiting Mr. Davis’ class. As he watched and listened, he was impressed at how

the students were engaged with each other, offering feedback, and giving advice to their classmates.

When the class ended, he approached Mr. Davis to see how he created this level of collaboration. Mr.

Davis told him you must make your students believe:

a. Their knowledge is valuable to each other

b. Working with others is a natural part of the classroom

c. Mistakes will happen and we will learn from them



d. All of the above *

4. Ms. Payton shows her students that intelligence can be developed, thus they have a desire to learn. This

also means they will:

a. Persevere with any given task *

b. Ignore constructive feedback

c. Feel threatened by other students’ success

d. See effort as fruitless

Unit 8:


What challenges do you anticipate with incorporating the Core Practices into your classroom?

How will you address those challenges going forward so that you can prepare your students to be

college and career ready?

Discussion Prompts:

In thinking about your college and career, explain which Core Practices will enable them to be

successful in their future.


Ms. Cooper introduces the Close Reading Strategy to her students. What Core Practice does this strategy

represent?

1. 1 Know the Discipline Well

2. 3 Grow and Improve Students’ Knowledge Base

3. 2 Prioritize Evidence Over Opinion *

4. 4 Assess Progress Towards Mastery

How does Core Practice 1, Know the Discipline Well, manifest in Ms. Cooper’s lesson?

1. Students are given the academic vocabulary at the beginning of the lesson

2. Students use a dictionary to define the academic vocabulary

3. Ms. Cooper provides the students with the definitions of the academic vocabulary



4. Students use annotations to denote academic vocabulary as they read the passage *

What strategy does Ms. Cooper use to Assess Progress Towards Mastery?

1. Think-Pair-Share

2. Ticket Out the Door

3. Class Discussion

4. All of the above *

At one point in her lesson, Ms. Cooper asks if the students need clarification on any content and many

students respond. This can be seen as a strategy to Assess Progress Towards Mastery, however it can also

be a strategy for:

1. Core Practice 2 Prioritize Evidence Over Opinion

2. Core Practice 5 Promote Intellectual Risk Taking and Persistence *

3. Core Practice 3 Grow and Improve Students’ Knowledge Base

4. Core Practice 1 Know the Discipline Well

Core Practice 3, Grow and Improve Students’ Knowledge Base, manifests twice in Ms. Cooper’s lesson.

Once when she asks students to describe how the content relates to other subject areas and another time:

1. At the end when the students complete their Ticket Out the Door

2. At the beginning of the lesson as the student’s warm-up *

3. Throughout the lesson as Ms. Cooper asks students clarifying questions

4. When the students are engaged in a class discussion led by Ms. Cooper


Documents

After School Professional Development Program Syllabus · After School Professional Development Program Zoe Souliotis-Foley, Director [email protected] credit. At KDS, courses