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Dream Team Training Welcome & Introductions Background The Video Lesson & Its Components Resources & Support Question and Answer

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Page 1: 110701 dream team training deck

Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & Its Components

►Resources & Support

►Question and Answer

Page 2: 110701 dream team training deck

Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & Its Components

►Resources & Support

►Question and Answer

Page 3: 110701 dream team training deck

Introductions

►Who are you?

►Where do you teach?

►Something interesting about yourself…

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Who is on the call?

Sarah P Roshni Patel Orly Friedman

Amber Smith Andrea Greenwich

Keina Newell Christopher Guanajuato Rachel McClam

Stephen A Rachel T Andrea Smith

Brian V J ennifer Marchy Nicole Akers

J eff D Kevin Murphy J ulie Sara Boyd

Emily Raskin Emily Eddy Ethan Merlin

Kirk Walters

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Quote

"Communities are not built of friends, or of groups of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are a part of something that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road, or raising children, or living honorably, or worshipping a god. To build community requires only the ability to see value in others; to look at them and see a potential partner in one's enterprise."

Suzanne Goldsmith

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Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & Its Components

►Resources & Support

►Question and Answer

Page 7: 110701 dream team training deck

Background

“Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E. L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens.”

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Background

►E.L. Haynes’ Broader Impact – Focus on Great Teaching and Learning

o Teacher Leadership Panelso Teacher Training Programo Principal Training Program

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The problem we’re trying to solve

9

Teachers teach

Different students respond differently

Student data is collected

Teachers take targeted action

Core work flow

Challenge:

Not enough time to address every student and deliver the next lesson

Current default action:

Focus on next lesson rather than targeted actions

Current best strategies for targeted action

Work longer hours to create more time

Decrease student-teacher ratios

Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow

Student data is analyzed

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The Learning Match’s core offering

10

A web-based platform that:

Provides easy access to the content library and analytical features

Accepts new, uploaded content

Is simple in design

A library of microlessons that:

Are short (3-5 minutes), easy-to-understand videos using visuals and scaffolding

Are conceptual focused instead of procedural

Demonstrate the Common Core in action

Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)

Assessment items that:

Are used as mastery checks after each microlesson

Match the rigor and focus of end-of-year assessments

Allow for additional practice

An analytic engine that:

Allows teachers, administrators, parents, and students themselves to see and understand student progress

Suggests updates for each student’s playlist

Identifies trends across classrooms and schools to inform program decisions for teachers and administrators

Additional resources that:

Include materials such as: guided practice, lesson material, and meta-videos with commentary explaining the pedagogical approach

Are used directly by teachers in their own practice

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How the Learning Match works

11

Teachers create personalized playlists for students

Playlists allow each student using the site to follow his or her own unique learning path

The suggestion engine can help tailor playlists based on what has worked for similar students in the past

Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automatically

Students view microlessons

Microlessons can be completed at school or elsewhere—for example, as homework

Microlessons can be paused, rewound, and repeated as often as desired

Students can go beyond the playlist and have free access to supplement their learning

Students take short assessments following each microlesson

Assessments are short but targeted to provide a precise measure of what students have learned

Assessment items are varied to test different applications of the student’s knowledge

The item bank is large, to allow for repeated assessments and customization

Assessment results help determine what students should do next

The Learning Match keeps track of how well students have mastered different standards

Every time a student completes a microlesson and the related assessment, his or her profile is updated

Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered

Page 12: 110701 dream team training deck

How the Learning Match is used by different groups of users

12

Students

Learn at their own pace

Go beyond the curriculum to learn any subject

Monitor their own progress

Take ownership of their learning pathParents

Understand the grade level standards; see what their students are responsible for knowing and being able to do

See how their students are progressing through the material

See what it will take to keep their students on track for milestones like graduation or college admissions

Create separate parental playlists for their students

Re-learn topics they may have forgotten, to better help their students

Teachers

Personalize instruction for all students efficiently and effectively

Are freed from the administrative hassle of grading and tracking progress

Use the library as a professional development resource, to explore different instructional approaches

Record their own videos, so that every student, every year, has access to that “perfect lesson”

Administrators

Multiply impact of most effective, experienced teachers

Monitor how groups of students are progressing across the school or district

Support targeted professional development—for example, by supporting teachers in recording, viewing, and perfecting lessons

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Design Principles

1.Quality

2.Simplicity

3.Flexibility

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Social-Mission Driven Company

►Practical Reasons

►Philosophical Reasons

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Timeline

15

Pilot use

Initial content creation

2nd wave content creation

3rd wave content creation

Site launch (v1.0)

V2.0 launch

Broad-based use begins

Q3 2011(summer)

Q4 2011 Q1 2012 Q2 2012 Q3 2012(summer)

Q4 2012

C

A

D

F

B

E

G

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Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & Its Components

►Resources & Support

►Question and Answer

Page 17: 110701 dream team training deck

Lesson Plan Template

Part of the Lesson

Stem Teachers Script

Introduction 10-20 sec

Mathematicians, in this lesson you are going to learn…by doing/using…

Connection (Define Terms/ Building on

Prior Knowledge) 30-60 sec

You know that…

Demonstration 1-3 minc

I’m going to explain this idea by showing you…

Application 1-2 min

Let’s see how this works in a problem…

Conclusion 10-20 sec

So, now you know how to… by…

Page 18: 110701 dream team training deck

Lesson Plan Rubric

Components Weight 4 3 2 1

Core Requirements NA

Has an introduction, connection, demonstration, application, and conclusion Is 3-5 minutes long Uses the standard template/ color scheme Uses the standard language

Introduction & Conclusion 20

States the WHAT and the HOW in specific, clear, and concise language

States the WHAT and the HOW in clear and concise language

States the WHAT or the HOW but not both

Vague, confusing, or nonexistent

Connection 10

Reminds the student of what he/ she already knows Is clear and concise Addresses the key building block needed to access the lesson

Reminds the student of what he/ she already knows Addresses a building block needed to access the lesson

Is unclear or too long Addresses a building block needed to access the lesson

Vague, confusing, or nonexistent

Demonstration 30

Is focused on conceptual understanding (not procedural) Provides compelling visual(s) that show the concept Anticipate misconceptions Aligns with the assessment

Is focused on conceptual understanding (not procedural) Provides visual(s) that show the concept Aligns with the assessment

Provides visual(s) that show the concept Aligns with the assessment

Vague, confusing, or nonexistent

Application 20

Provides useful examples of the concept in action Reinforces the concept Provides specific and clear steps

Provides useful examples of the concept in action Reinforces the concept

Provides examples of the concept in action

Vague, confusing, or nonexistent

Presentation Voice, Flow, Look &

Feel 20

Voice is engaging (upbeat without being too fast) Lesson flows; each part transitions seamlessly to the next Presentation is pleasing to look at. It is simple, clean, and clear.

Voice is clear Lesson flows Presentation is clean and clear

Voice is too fast or too slow Lesson transitions are choppy The presentation is either too sparse or too complicated

Voice is not engaging Lesson transitions are not coherent; confusing The presentation contributes to the confusing

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Rubric

►Read it over►Reflect

– What stands out?– What’s confusing?

►Discussion

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Watch Lesson: Reflections

►What stands out?

►What makes this effective?

►What could be improved?

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Video Lesson Components

Supporting Videos

Guided Practice Video Director’s Cut Video

Core Video LessonVideo Lesson Plan Slides - Used

Preparation Assessment Item

Selection Lesson Plan Template Lesson Plan Slides - Blank

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Guided Practice

► Introduction: “Now we are going to practice doing X by Y together. Let’s say,…..(explain the problem)”

► Stopping the Video: “Now, I want you to stop the video and see if you can do it by yourself. If you get confused, or need help, just hit play again and watch how I work through it.”

► Restarting the Video: “Watch how I work this out…Remember, you can stop the video at any time and challenge yourself to do it without me.” Complete the problem while clearly explaining the steps you are taking.

Page 23: 110701 dream team training deck

Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & It’s Components

►Resources & Support

►Question and Answer

Page 24: 110701 dream team training deck

Resources

Document Sharing via the Wiki

Technology

-HP TouchSmart-Camtasia-Office

Creation Documents

-Lesson template-Lesson Plan slides-Lesson Plan Rubric

Background Documents

-Books-Substandards-Assessment Items

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Tablet – HP Touchscreen

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Camtasia

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Templates

Part of the Lesson

Stem Teachers Script

Introduction 10-20 sec

Mathematicians, in this lesson you are going to learn…by doing/using…

Connection (Define Terms/ Building on

Prior Knowledge) 30-60 sec

You know that…

Demonstration 1-3 minc

I’m going to explain this idea by showing you…

Application 1-2 min

Let’s see how this works in a problem…

Conclusion 10-20 sec

So, now you know how to… by…

Page 28: 110701 dream team training deck

Books

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Standards Document

Grades/ Assignments A B C D Nice To Haves

Add and Subtract Whole Numbers Understanding Fractions Data in Plots, Tables, & Graphs Rounding

Place Value

Multiply and Divide Whole Numbers Understanding Fractions

Select Appropriate Operations Add & Subtract Fractions

Multiply Fractions

Equivalency with Fractions

Fraction Models

Data in Plots, Tables, & Graphs Understanding Fractions Equivalency Graph Points with Coordinates

Place Value Add & Subtract Fractions Simplify Fractions

Multiply and Divide Whole Numbers Multiply and Divide Fractions Compare & Order

Select Appropriate Operations Add, Subtract, Multiply & Divide Fractions Algebraic Expressions Multiply & Divide Decimals

Number Line Volume and Surface Area

Compare & Order Estimate

Order of Operations Evaluate Expressions Given a Variable Data in Plots, Tables & Graphs Probability

Probability Linear Relationships (rates of change) Scale drawing

Add, subtract, multiply, and divide rational numbers

Solve Linear Equations Inverse relationships

Congruence and Similarity (Geometry) Irrational Numbers Express Linear Relationships

Exponents, Roots, and Order of Operations Solve Linear Equations in One Variable

Inverse Relationships (powers and roots) Solve Pairs of Linear Equations

Rounding

Estimate

Area and Perimeter

Data & Central Tendency

7 Ratio & Proportions Data & Central Tendency

8Slope of a Line

4

Place Value

5

6Ratios Solve one-variable equations

3Multiplication & Division Facts Add and Subtract Fractions

Estimate

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Assessment Item Documents

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Shared Space

►Wiki

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Support

►Instructional Support– Each other– Content Expert – Kirk Walters

►Design Support – Alix & Eric

►Technical Support– Alix, Eric & Alison

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Dream Team Training

►Welcome & Introductions

►Background

►The Video Lesson & It’s Components

►Resources & Support

►Question and Answer

Page 34: 110701 dream team training deck

Next Steps

►Video Lessons on Creating Videos

►Prioritizing standards (google form email)

►Coaching support calendar - Kirk

► July 11th webinar

► July 13-14

► Individual Schedule