Upload
aileen-ray
View
215
Download
1
Tags:
Embed Size (px)
Citation preview
CKEC ELA Network MeetingSeptember 27th 2012
Welcome back!
Norms for Professional Learning
Rule of two feet; please silent cell phones; return from breaks promptly
1AskQuestions & Engage Fully
2Open your mind to diverse views
3Utilize your learning
Who’s on your facilitation team?
MK Hardaway, KDE Literacy Consultant
Marci Haydon, Instructional Coach at Old Kentucky Home Middle School
Les Burns, Associate Professor of Curriculum and Instruction at UK
Lisa King, CKSEC Literacy
Consultant
Learning Target
I can use careful planning to improve instruction in order to be a more effective teacher and leader.
Brainstorm
What do you do when you plan? What do you think about and consider?
Today’s Guiding Questions
1. What do you do when you plan? 2. What format/basis do you use for
planning? 3. What text(s)? 4. What strategies? 5. How do you know it’s effective?
What strategies?
Instructional Strategies & the Role of Co-teaching
Improving Instruction in Order to be a More Effective Teacher and Leader
What does a lesson plan HAVE to have in order to help students succeed?
1. Commit and Toss (5 minutes)
a. List elements you think are essential to a “good” lesson plan
b. Crumple it up and toss it to someone at the next table
2. Quick Write (5 minutes)
a. Choose one response, read it, expand and/or clarify.
3. Think/Pair/Share (5 minutes)
a. Exchange with your neighbor, read, and discuss.
b. Add details if needed, and be ready to share with the whole group.
Lesson Plans as “Design Thinking”
Asking questions
Collecting information (Data! Data?)
Empathizing (relevance)
Prototyping
Gathering feedback
Re-designing (sometimes DURING the process, sometimes AFTER)
Assessment and Iteration: Recursive design From Dr. John Nash, University of Kentucky
Why Do “Research-Based” Instructional Strategies Matter?
Senate Bill 1 – “Research-based instructional strategies”
Specific, systematic approaches for teaching, organizing classrooms, engaging students, and assessing their learning
Documented via scientific research (e.g., CHETL)
So what? What does this REALLY mean to ME in MY classroom and OUR school?
Existing Design Tools
KTIP Format
School-level templates
Target-Activity-Assessment
LDC Templates/Ladders
CHETL
CASL
ACT Quality Core
Model Texts
Question Banks
EOC assessments
Springboard/AP
Laying the Foundations
Other Paced, structured, and/or prescribed curriculum
Are Sweet Dreams Made of These?Or
If I Had a Hammer….
Tools
You can use them
You can get used by them
Standardization
Innovation
Balance via teacher decision making
Grounded in research
Research-based instruction
Classroom/student data
Formative Assessments as Scaffolding
Learning the Curves The Bell Curve
“Normal” or “Positive”?
The ultimate purposes of formative assessments – Data-driven Teaching….
A plan is a guide, not a recipe!
Sequencing routines and tasks to maximize student success
Sequencing Learning Tasks
Summative Assessment (lesson or unit level)
Formative Assessment for Learning Target 1
Formative Assessment for Learning Target 2
Formative Assessment for Learning Target 3
You Got This:Common Scaffolding Frames
The Hunter Model: Objective
Gateway
Instruction
Practice
Assessment
Rinse and Repeat
3 E’s Method: Enter
Explore
Expand
The Pronoun Method: I (direct instruction)
We (large group collab.)
You (small group collab.)
You 1 (indiv. practice)
We 2 (group review)
You 1 (indiv. assessment)
Why Does This Matter? One Scientific Approach:
The Engagement Perspective: 6 Conditions
1. Clear learning goals for students
a. Routines and “cognitive load”
b. Taking out the guess-work
2. Explicit strategy instruction and practice
3. Variety and Choice within structure
a. A Note about “Relevance” – Relevance to what/whom?
4. Collaboration opportunities
5. Real-world interactions
6. Teacher caring and high expectations
.80 Correlation with Increased Student Achievement Almost perfect!
Scaffolded Lesson Plans
Can last more than 1 day
1-2 learning targets at a time
Explicitly linked to past content, practice, and discussion
Introduce new content (via inquiry and/or direct instruction)
Use clear, explicit, purposefully chosen teaching strategies
Are implemented via relevant learning tasks
(Formative assessments)
Highlight student use of concepts and skills
Summative assessment can be at end of lesson and/or end of unit
Sequenced in some logical way and explicit to students
Strategies for Writing InstructionReview of Writing Next (Graham & Perrin, 2007)
Teaching adolescents strategies for planning, revising, and editing their compositions has shown a dramatic effect on the quality of students’ writing.
Strategy instruction involves explicitly and systematically teaching steps necessary for planning, revising, and/or editing text (Graham, 2006).
Proven Strategies for Improving Student Writing
1. Strategy instruction (Effect Size = 0.82)
2. Summarization (Effect Size = 0.82)
3. Collaborative writing (Effect Size = 0.75)
4. Specific product goals (Effect Size = 0.70)
5. Word processing (Effect Size = 0.55)
6. Sentence combining (Effect Size = 0.50)
7. Pre-writing (Effect Size = 0.32)
8. Inquiry activities (Effect Size = 0.32)
9. Writing process (Effect Size = 0.32)
10. Models (Effect Size = 0.25)
11. Grammar Instruction?
The Writing First authors found a statistically significant effect for grammar instruction for students across all ability groups The effect was negative.
Indicates that traditional grammar instruction is does not improve students’ writing. It prevents improvement.
What Works for You? An Idea Exchange
1. Describe a lesson you have taught that you believe was scaffolded well. What made it work?
a) Instructional Strategies?
b) Routines?
c) Relevant or engaging resources?
d) Sequencing?
e) Other
2. Reflect and Revise:
1. How will you use information to refine your LDC ladders and tasks?
2. How do these techniques and strategies align with CHETL?
Scaffolding Instruction with Coteaching Models
Co-Teaching
ModelsEight
Co-Teaching Approaches
One Teach/One Assist Shadowing
Co-Teaching
Models
+8
Co-Teaching Approaches
____________________________________________
Lead and SupportOne Teach/One Observe
One Teach/One Assist Shadowing
Speak/Add Speak/Chart
Co-Teaching
Models
+8
Co-Teaching Approaches
_________________________________________________________________
Lead and SupportOne Teach/One Observe
One Teach/One Assist Shadowing
Speak/Add Speak/Chart
Skill Groups
Co-Teaching
Models
+8
Co-Teaching Approaches
_____________________
_______________________
____________________________________________
Lead and SupportOne Teach/One Observe
One Teach/One Assist Shadowing
Speak/Add Speak/Chart
Skill Groups
Alternative Teaching
Co-Teaching
Models
+8
Co-Teaching Approaches
_____________________
_______________________ __________________________
____________________________________________
Lead and SupportOne Teach/One Observe
One Teach/One Assist Shadowing
Speak/Add Speak/Chart
Skill Groups
Alternative Teaching Station Teaching
Co-Teaching
Models
+8
Co-Teaching Approaches
_____________________
_______________________ __________________________
____________________________________________
Lead and SupportOne Teach/One Observe
One Teach/One Assist Shadowing
Speak/Add Speak/Chart
Skill Groups
Alternative Teaching Station Teaching
______________________
Parallel Teaching
“Who’s role is it anyway?”
Using Coteaching with the Instructional Ladder
Look at your instructional ladder.
Select one whole group coteaching model and one small group coteaching model.
When on the instructional ladder would you use the model/ with which strategy?
Share your decisions at your table.
With an elbow partner:
How will what you just heard about scaffolding and coteaching impact your teaching during the LDC module?
Strategies for Complex Textwww.textproject.org/text-matters
Create Connections
Use videos, poems, analogies, student interests
Set a purpose for reading Anticipation Guide
Turning Headings into questions
Give students a way to organize knowledge T-chart
Guided Notes
Story or Concept Map
Connect them to additional sources on the same subject
Opportunities for sharing their knowledge
Activate Their Passion
ChoiceTopics
Three or more books on a topic
Develop Vocabulary
90% of words in text come from 4,00 word families
10% are unique words Network of words that kids know
Explicit instruction in Content areas
Narrative text more difficult
Word Reminders
Words you already know
Words you can picture
Word meaning families
Word part family
Word Changes
Word Summary
Exceptional Expressions for Everyday Events= E4
Follow-Up questions
How is listening different from hearing?
What are some things we can do to help others listen to our ideas?
Instructional ideas
Weekly focus word and word cluster
Word features weekly
Time to apply the words Intensity
Ask----------------Interrogate
Question, inquire, interview, quiz and probe
Can I draw it? Courageous
Describe it in a sentence
7up sentences
Increase Volume and Build Stamina
7 Minute Challenge
Reading Stamina“Students who fail to attain national standards, can read but don’t have the rigorous reading habits needed tor read long text or to remember and transfer learning from one text to another.”
Accessible Text!!
BREAK
10:30-10:40
How do you know it’s effective?
Characteristics of Highly Effective Teaching and Learning (CHETL) & Professional Growth and Effectiveness System (PGES)
CHETLLearning ClimateClassroom Assessment and
ReflectionInstructional Rigor and Student
EngagementInstructional RelevanceKnowledge of Content
Professional Growth and
Effectiveness System
PGES
Phase 1 (2011-2012)
Field Test
• 54 participating districts identified
• Districts trained and implement field test protocols
• Multiple measures of effectiveness defined
• Districts participate in regional field test status meetings
• Feedback and revisions
Phase 2 (2012-2013) Extended Field Test
• 54 Districts trained in and implement protocols
• Districts participate in regional status meetings
• Teacher/Leader Feedback collected
• Gathering and collecting data to inform the system requirements
Phase 3 (2013 & Beyond) Statewide Pilot & Implementation
• Statewide training• Statewide system
implementation• Collect baseline
data• Gathering and
collecting data to inform the system requirements
Timeline for Teacher and Principal Professional Growth and Effectiveness System
51
2015
• Full accountability in Spring 2015
Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Self Reflection
Student Voice
Student Growth
All measures are supported through evidence.
1. Planning and Preparation2. The Classroom Environment3. Instruction4. Professional Responsibilities5. Student Growth
Domains
Focus on planning: Domain 1
1a Demonstrating Knowledge of Content/Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
Each participant will receive a vignette
Read your vignette
Decide which component from “Planning and Preparation” matches the teacher’s behavior in the vignette
Domain 1 Activity
Discuss in the group what component you picked and why
Compare your component with the CHETL document and decide which characteristic(s) match your component
Be ready to share your information with your table group
Domain 1 Activity
Answers
1) 1c: Setting Instructional Outcomes: clarity
2) 1f: Designing Student Assessments: criteria and standards
3) 1e: Designing Coherent Instruction: lesson and unit structure
4) 1d: Demonstrating Knowledge of Resources: resources for classroom use
5) 1e: Designing Coherent Instruction: learning activities6) 1b: Knowledge of Students: knowledge of students’ interests and cultural heritage7) 1d: Demonstrating Knowledge of Resources: resources for students
Answers8) 1a: Demonstrating Knowledge of Content and Pedagogy: knowledge of prerequisite relationships9) 1b: Knowledge of Students: knowledge of students’ skills, knowledge, and language proficiency 1e: Designing Coherent Instruction: instructional groups
10) 1f: Designing Student Assessments: design of formative assessments
11) 1c: Setting Instructional Outcomes: value, sequence, and alignment
12) 1a: Demonstrating Knowledge of Content and Pedagogy: knowledge of content and the structure of the discipline, knowledge of pedagogy
Resource Sharing
In grade level groups, take a few minutes to share the resources you brought
Lunch
11:50- 12:35
What text(s)?
Text complexity
Text Complexity
“The research shows that while the complexity of reading demands for college, career, and citizenship have held steady or risen over the past half century, the complexity of texts students are exposed to has steadily decreased in that same interval.”
From “Supplemental Information for Appendix A of the Common Core Standards for English Language Arts and Literacy: New Research on Text Complexity” available at www.commoncore.org
Text Complexity Pyramid
Text Complexity Pyramid
Quantitative measures: readability and other scores of text complexity often best measured by computer software
Text Complexity Pyramid
Qualitative measures: levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader
Text Complexity Pyramid
Reader and Task considerations: background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment
Steps for Determining Text Complexity
1. Determine the quantitative measures of the text
2. Analyze the qualitative measures of the text
3. Reflect upon the reader and task considerations
4. Recommend placement in the appropriate text complexity band
Finding Text Complexity:To Kill a Mockingbird
Step 1: Quantitative Measures
Find a Book Kentucky www.lexile.com/fab/ky
Step 1: Quantitative Measures
Step 1: Quantitative Measures
ATOS level from Renaissance Learningwww.arbookfind.com
Step 1: Quantitative Measures
ATOS 8.6 Lexile 8706th – 8th band 4th – 5th band
Common Core Band
ATOSDegrees of
Reading Power ®
Flesch- Kincaid
The Lexile Framework
®
Reading Maturity
SourceRater
2nd - 3rd 2.75 - 5.14 42 – 54 1.98 - 5.34 420 - 820 3.53 - 6.13 0.05 - 2.48
4th – 5th 4.97 – 7.03 52 – 60 4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75
6th – 8th 7.00 – 9.98 57 – 67 6.51 – 10.34 925 – 1185 7.04 – 9.57 4.11 – 10.66
9th – 10th 9.67 – 12.01 62 – 72 8.32 – 12.12 1050 – 1335 8.41 – 10.81 9.02 – 13.93
11th – CCR 11.20 – 14.10 67 – 74 10.34 – 14.2 1185 – 1385 9.57 – 12.00 12.30 – 14.50
Step 2: Qualitative Measures
Step 2: Qualitative Measures
Using qualitative analysis, the book falls in the middle high range, which would be grade band 9-10.
Step 3: Reader and Task Concerns
Open-ended questions
No single, correct answers
Questions help teachers think through the implications of using a particular text in the classroom
Step 4: Determine Text Complexity Band
ATOS level 8.66th – 8th grade bandLexile 8704th – 5th grade band
Qualitative Rubric analysis result Middle High9th – 10th grade band
Reader and Task Concerns (theme, maturity of reader) along with findings above make this text suitable for the 9th – 10th grade band
TRY IT: With the text you brought today, go through the 4-step process
to determine text complexity.
What format/basis do you use for planning?
Literacy Design Collaborative (LDC) Work Time
Give me an
LD C
Pre and Post Assessments
Pre and post assessments can be the same They are on-demand- like assessments with
texts and prompts similar to what the module instructs
They can help us think about common assessments and local growth
This is using writing as an authentic assessment rather than generic on-demand practice
Example
Here’s the post assessment from the Thiebe’s Economics module on pages 68 and 79 of your guidebook
Example
Task: Immigration is a complex and heated issue in the United States. What does it mean to be an American? After reading "Quilt of a Country," "Quilts," "Letters from an American Farmer" and student selected texts for research, write a speech that addresses the question and support your position with evidence from the text(s).
Example
For the module pre-assessment, use article "Deported from America" and have students respond to the following prompt: After reading the article, argue whether or not the current immigration law is in the best interest of the United States. Be sure to use evidence from the article to support your stance.
Example
Post assessment from the One Nation module: After reading Edward Hudgins’s “What is an American?” write an essay that explains why Hudgins’s assertion is accurate or not and support your position with evidence from the text. According to the passage. “An American is anyone who understands that to achieve the best in life requires action, exertion, effort.” Take a position on this definition. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.
As You Work Today…
With the tasks you’re working on today, think about a pre and/or post assessment you might use
Choose a Station:
Differentiating the instructional ladder
New teacher orientation/summer slump refresher course
Work time
Learning Target
I can use careful planning to improve instruction in order to be a more effective teacher and leader.
Reflection
What are your strengths and areas of growth related to what we have done today?
As a teacher leader, what is your role back in your
district?
Next Steps
Our next meeting is November 29th
Bring binders and all of today’s handouts, as well as a semi-complete module
If you have lingering questions, post to the parking lot or email me at [email protected]
Please complete your evaluation before you leave