Classroom Mosaic i3 102213 PDF

8/22/2019 Classroom Mosaic i3 102213 PDF

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Using Classroom Observation Data

to Inform Instruction

Tuesday, October 22, 13


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Guiding and Probing Questions?

EQ 1:What type of observation system is currentlyin place to drive teaching and learning?

EQ 2: What system do you currently have in placefor collecting and analyzing classroom

observation data?

EQ 2: How are you currently using classroomobservation data to guide PD/continuous

improvement in your schools/district?



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Things Change Over Time!



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Learning TargetI (with my learning partner) can match the pedagogical practice

or instructional philosophy with its change over time :

align with your thinking partner

match all statements in your envelope

first pair to finish will win a prize

Guiding Questions

What was a good practice? What has best practice now?

How did we teach then? How should we teach now?

How was it defined by Blooms? DOK says it must be...



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Emphasis is on the teacher as presenter of information and

knowledge

Emphasis is on the learner as the doer and primary meaning

maker

Instruction is focused on isolated skills driven by content

indicators

Instruction is interrelated to themes, global readiness indicators,

job skills, and content strands across the curriculum

Instruction is the same for all studentsInstruction is differentiated based on the needs of the learners.

Assessments are designed to find out what students dont

know.

Assessments are designed to find out what students know and

are able to do

Learners acquire knew knowledge through elongated direct

instruction

Learners acquire new information by applying the skills taught

in real world unpredictable situations to solve complexproblems

Textbook coverage directs the syllabus/curriculum for a courseBackward design focusing on the end directs the syllabus/

curriculum for a course

Recall a fact Recall a fact, information or procedure

Use learned information in new and concrete situations

Engages mental processes beyond habitual response using

information or conceptual knowledge. This requires two or more

steps

Break down material into component parts so that its

organizational structure may be understood

Requires reasoning, developing a plan or a sequence of steps,

some complexity, more than one possible answer, higher level of

thinking than previous two levels.

Put parts together to form a new whole. Make judgments basedon criteria and standards

Requires investigation, complex reasoning, planning,

developing, and thinking-probably over an extended period of

time.



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Part OneFoundation



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S I M P L E . E F F I C I E N T . P O W E R F U L . C U S T O M I Z A B L E .

Revolutionizing teacher observations // c lassroommosaic .com

Which would you prefer?

A BENTY PRODUCT



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The Role of the Leader...

Few things have changed withstandards-based accountability morethan the role of a principal. To

effectively manage a school simplyisnt enough. Principals must leadinstruction first!

Richard DuFour



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Im a Realist

Kids fight

Teachers complain

Parents think we are McSchool

And the 5 Bs

Principals would love to spend 80%of their time on instruction but:



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Why Focus on Instruction?

An effective instructional

leader should spend over80% of their time workingon instruction!

It is what we can control



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To be effective, not only must the principal andhis/her team becomepermanent fixtures inclassrooms, they must also create a culturethat promotes an intense focus on teachingand learning.

We must ask ourselves, what strategies or

processes, if implemented consistently, willmake the strongest impact on student learningand achievement?



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The Idea

How did it get started?Questions arose out of a continuous ineffectivepractice...

How can we revise our observation process to makeit more efficient? Static vs Dynamic

What type of data collection & analysis can we

conduct that will allow us to solve our school/districtproblems instead of jumping on the latest great thing?

How can we better provide reflective feedback to our

teachers that will allow them to improve theirinstructional practices?Tuesday, October 22, 13


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The Tools Began to Change!


Th th


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Then the answer came...

Create an app for the boomingsmartphone and tablet

computer platformsTuesday, October 22, 13


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Mosaic ObjectivesTo learn more about instruction and learning;

Focus teachers and the principal on student workand the learning process;

Validate effective teaching practices and ensurecontinued use;

Create a community of learners for adults andchildren;

Improve decision-making about instruction andlearning;

Design more useful personalize professionalrowth o ortunities for leaders & teachers.



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Mosaics Design

Simplistic and easy to use

Fully customizable

Transparent with system accountability

Real-time feedback for teachers

Only notes what you observed

Data collection and analysis



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Mosaics Core Elements

Powerful SecureData Warehousewith integratedreporting features

Tablet App(ipad, iPhone,iPod Touch) forMobility

Intuitive Web-BasedApplication with aRole-Based Login

Fully Customizable,Paperless (Digital)Infastructure



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The App



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Log-in

Download the app from itunes

Enter scasa13 as the username

Use scasa13 as the password

Select DemoHS (school)and TestingTeacher

Select the default template

Select start and begin your observation



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The Website

http://www.classroommosaic.com/http://www.classroommosaic.com/http://www.classroommosaic.com/


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79%

19%2%

82%

16%2%

2011 2012



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33%

53%

14%

30%

50%

20%

2011 2012



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98 99

21



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77%

12%

11%

70%

13%

17%

2011 2012


I t ti l St t i


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0

20

40

60

8076

73

58

45

2023

9 7

17

2422 27

16 14

DirectInteractiveIndirectExperimentalScaffoldedLiteracyNumeracyDirectInteractiveIndirectExperimentalScaffoldedLiteracyNumeracy

11-12 12-13

Direct Interactive IndirectExperimental Scaffolded Literacy

Numeracy

Instructional Strategies...

2011 2012Tuesday, October 22, 13

Di t I t ti


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Direct Instruction...

72

73

74

75

76

76

73

2011 2012


I t ti I t ti


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Interactive Instruction...

0

15

30

45

60

58 45

2011 2012


I di t I t ti


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Indirect Instruction...

19

20

21

22

23

20

23

2011 2012


E perimental Instr ction


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Experimental Instruction...

0

2.25

4.5

6.75

9

97

2011 2012


S ff ld d I t ti


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Scaffolded Instruction...

0

6

12

18

4

17

24

2011 2012


Lit I t ti


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Literacy Instruction...

0

6.75

13.5

20.25

27

22

27

2011 2012


Numeracy Instruction


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Numeracy Instruction...

13

13.75

14.5

15.25

16

16

14

2011 2012


M bil D i U


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Mobile Device Usage

61%

39%

Mobile Devices Other



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C l l d b


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Completely revamped website

Data is refined and more interactive

Easier to build customized templates

Refined role assignments

Ability to set and track observation goalsActivity tracker with added notifications

Fluid interaction between observer and teacher

through comment field.



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Wh d f h ?


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Where do you go from here?

1.What are three things you have learned?2.Identify two things you are considering?

3.Share one thing you will definitely try asa result of our time together?

4.Visit to

begin your journey.

http://www.classroommosaic.com/http://www.classroommosaic.com/http://www.classroommosaic.com/


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Robert S. Jackson, Ed.S.Principal

Irmo Middle School6051 Wescott Road. Irmo, SC 29063

803.476.3600

[email protected] Twitter: @IMS_Principal
mailto:[email protected]:[email protected]:[email protected]

Documents

Classroom Mosaic i3 102213 PDF