Student-Centered Coaching Instructional Design and Assessment Presented by Diane Sweeney Author of:...
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Student-Centered Coaching Instructional Design and Assessment Presented by Diane Sweeney Author of: Student-Centered Coaching (Corwin, 2010), Student- Centered Coaching at the Secondary Level (Corwin, 2013), and Learning Along the Way (Stenhouse, 2003)
Student-Centered Coaching Instructional Design and Assessment Presented by Diane Sweeney Author of: Student-Centered Coaching (Corwin, 2010), Student-
Student-Centered Coaching Instructional Design and Assessment
Presented by Diane Sweeney Author of: Student-Centered Coaching
(Corwin, 2010), Student- Centered Coaching at the Secondary Level
(Corwin, 2013), and Learning Along the Way (Stenhouse, 2003)
Slide 3
Our Learning for Today Participants will: Learn how to design
teaching to focus on mastery of the standards Learn how to embed
content standards into daily instruction Learn how to embed
formative assessment into daily instruction Learn strategies for
differentiation of learning Learn how teachers can drive their own
collaboration to meet their students needs
Slide 4
Morning Reflection: How do you approach planning and
instructional design? In what ways does your planning set you up to
meet your students needs? In what ways do you feel challenged to do
so? Please spend 3-5 minutes to write reflectively and share with a
partner.
Slide 5
What is Student-Centered Instructional Design and
Assessment
Slide 6
How Its Done 1.Design learning targets (I can statements)
2.Analyze student work against the learning targets 3.Plan
differentiated instruction based on the analysis of student work
4.Deliver differentiated instruction and collect student evidence
during instructional time 5.Design ways for students to self-assess
against the learning targets
Slide 7
Step 1: Design Learning Targets (I can Statements)
Slide 8
Robotics (MS) I can break up the problem visually I can develop
and explain a step-by-step plan that includes equations, geometry,
and measurement I can work with a partner to develop my thinking I
can revise my plan to solve the problem I can reflect on how to
approach the problem differently based on what I learned. Language
Arts (ELEM) I can select an event from my life to write about. I
can establish the situation at the beginning of the piece. I can
describe the people or characters in my writing. I can tell the
events in an order that makes sense to my reader. I can use words
that show how time is passing (temporal words). I can describe what
my characters are thinking, feeling, and doing. I can end my piece
in an interesting way. Technology (ELEM) I can stick with an app I
can use different apps to help my learning I can keep my hands and
fingers clean I can swipe and click I can open and close apps I can
take a clear picture I can share a picture via email I can navigate
folders and pages I can record my voice Math (MS) I can identify
solutions for single equations I can identify methods of solving
equations (graphing, substitution, and elimination) I can recognize
the number of solutions for a system and solve for y I can create
linear equations with two variables
Slide 9
Please read the standard and craft a series of 5-8 I can
statements, or learning targets that you feel summarize what the
students should know and be able to do.
Slide 10
Step 2: Analyze Student Work Against the Learning Targets
Slide 11
We will: Analyze the student work at the center of your tables
to determine where the students are in relation to the learning
targets.
Slide 12
Learning Targets for 6 th Grade Literature I can annotate text
to capture my thoughts, questions, and feelings. I can identify the
main idea of the text. I can identify clues, or evidence, that
helped me form the main idea.
Slide 13
Step 3: Plan Differentiated Instruction
Slide 14
We will: Use the planner in your handouts to group students
according to their needs.
Slide 15
Step 4: Deliver Differentiated Instruction and Collect Student
Evidence
Slide 16
Guiding Questions for Planning Does the lesson make the
students thinking visible? Does the lesson explicitly connect to
the learning targets? Do the students have the opportunity for
feedback and self-evaluation? Do the students have opportunities to
engage deeply in what they are learning?
Slide 17
Then, work as a table group to plan a lesson for the 6 th grade
LA students. Be prepared to share with another group.
Slide 18
Practices to use when collecting student evidence: Create a
note-taking sheet with the learning targets at the top and space to
record what specific students are doing as learners throughout the
lesson. Share my coaching notes with the teacher during our weekly
planning meeting. Help the teacher design instruction that makes
student learning visible so we can gather a lot of student
evidence. (turn and talks, written work, group work)
Slide 19
Monitoring Student Learning: Two Coaches Collecting Student
Evidence
Slide 20
Step 5: Design Ways for Students to Self-Assess Against the
Learning Targets
Slide 21
Add quote about power of self evaluation from Hattie!
Slide 22
Mid Day Reflection: How might this method of planning and
delivery enable you to design and deliver differentiated
instruction?
Slide 23
Time for LUNCH!
Slide 24
Teamwork is the ability to work together toward a common
vision. The ability to direct individual accomplishments toward
organizational objectives. It is the fuel that allows common people
to attain uncommon results. Andrew Carnegie
Slide 25
What are the pros/cons to collaboration? What are some systems
and structures that make collaboration worthwhile?
Slide 26
Guiding Principles for Student-Centered Collaboration Its about
student learning. Student evidence always informs instructional
planning. Norms are set and participants are held accountable to
the norms. Protocols provide a clear structure for the meeting
time. Ownership is shared among group members.
Slide 27
Common Structures for Collaboration Learning Labs PLCs Data
Driven Conversations Team Meetings The big question is How do we
apply the guiding principles of student-centered collaboration to
these structures?
Slide 28
Developing Collaborative Structures Read through the protocols
and processes for collaboration on pages 7-8 in your handouts.
Choose one of the following areas to explore: Data Driven
Conversations Learning Labs PLCs
Slide 29
Developing Collaborative Structures ProcessTime Form groups no
larger than 4 people. Choose a facilitator.2 minutes Identify a
group member who will share a goal around developing collaborative
structures in their school. The goal is shared in future tense to
thoroughly describe what it looks like, sounds like, and feels like
to accomplish the stated goal. 4 minutes Participants then work
together to brainstorm steps that can be taken to support the
stated goal. The group member who shared the goal, does not respond
but rather listens and takes notes. 12 minutes The group member who
shared the goal responds to the following questions: How did your
vision change as a result of the conversation? What are some next
steps that you plan to take? Who else in your school will you
engage in the process? Why and how? 12 minutes
Slide 30
How do you plan to apply what was learned today? What questions
do you still have?
Slide 31
Thank you and keep in touch! If you would like more
information, feel free to visit www.dianesweeney.com to read our
blog or explore our resources and videos. www.dianesweeney.com
Email us: [email protected]@dianesweeney.com Tweet me:
@SweeneyDiane