Elementary PLCAugust 26, 2015

Weekly Reflection: (5 minutes)What worked this week? What would you do the same in the future?

What didn’t work this week? What do you want to work on?

Growth Mindset

What do you think are the top three characteristics of an effective teacher?• Has positive expectations for all

students• Is an extremely good classroom

manager*• Knows how to design lessons for

mastery*

Today’s Essential QuestionsWhat will I do to establish or maintain classroom rules and procedures?

What will I do to establish and communicate learning goals?

What will I do recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

Establishing, Implementing, and

Maintaining Classroom Rules &

Procedures

Marzano indicators involving Classroom Management

Indicators 1, 4, 5 (routine events)

Indicators 24, 33, 34, 35 (enacted on the spot)

For detailed information: The Art and Science of Teaching by Robert Marzano Ch 6 & 7

Why is Classroom management so important?

Without effective rules and procedures, teaching (and

consequently learning) is inhibited.

Jigsaw DQ6, DQ7TASK: In pairs, read, discuss and prepare a poster on key aspects of your assigned section. You may want to:•Summarize key points in bullets•Give examples of how to apply this action step to your teaching circumstance. •Offer suggestions, tips, ideas for implementing this task

Group presentations (3 minutes per

group)

Individual Reflection & Action Plan

1. Reflect on what you learned - What are the Big “takeaway” idea/s?

2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)

Clear Learning Goals

Robert J. Marzano

Who are Learning Goals for?Students: Students who can identify what they are learning significantly outscore those who cannot.

Teachers: If  teachers  aren’t  sure  of  instructional  goals,  their  instructional  activities  will  not  be  focused,  and  unfocused  instructional  activities  do  not   lead to  student  learning

Why are learning goals important?

Summary: Without Clear Learning Goals We Can’t Do Any of the Following…• Know if the assessment adequately covers and

samples what we taught.• Correctly identify what students know and don’t know

and their level of achievement.• Plan next steps in instruction.• Give detailed, descriptive feedback to students.• Have students self-assess or set goals likely to help

them learn more.• Keep track of student learning goals

“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”

-W. James Popham

Learning Goals are:Statements of what we want students to learn and be able to do.

Learning Goals VS Activities/Assignments• Learning goals are statements of “what” students

will know/understand and be able to do. Example: The student will be able to engage in

conversations and exchange greetings and polite expressions orally with their classmates and teacher in a culturally appropriate context in the target language.

Activities/Assignments are things students will do to obtain the “what,” and they are stated in less-structured ways.

Example: Students will create a dialogue using greetings and polite expressions (assignment) Students will sing a song about greetings and how they feel (activity)

Goal or Not a Goal?

20

Students will…List healthy food in Spanish.

Be able to read and order a meal from an authentic menu

understand that there are different customs and social behavior in different cultures.

investigate the greeting customs in a Spanish speaking country.

NOT A GOAL

GOAL

GOAL

NOT A GOAL

Learning Goal ChecklistLearning Goals Should be: Overarching (example: unit goals) Clear statements of knowledge or

information Posted and able to be read by the students Written in student friendly language (when

appropriate) Referenced during the lesson

Learning Goal Checklist (part 2)Students should be able to explain: The learning goal How their current activity relates to

the learning goal.

Educators & Students must be able to answer…… • Where am I going? (Learning Goals)• Where am I now? (tracking progress)• How will I know I’m getting there? (assessment)• How can I close the gap? (feedback)• How can I keep it going? (feedback)

“By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.”

--Assessment for Learning: Putting it into Practice

Where do you get your learning goals?

• Can your content standards and/or benchmarks stand alone and be used as learning goals or do they need to be deconstructed or ‘unpacked’?• Deconstruction involves taking a standard and

breaking it down into manageable learning.

The Standards, the Curriculum (Big ideas), & the Benchmarks

Create a learning goal for a unit with the theme “Meeting new friends” or “My family”

In Pairs

Individual Reflection & Action Plan

1. Reflect on what you learned - What are the Big “takeaway” idea/s?

2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)

Individual Reflection & Action Plan

1. Reflect on what you learned - What are the Big “takeaway” idea/s?

2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)

Lesson planning

Curriculum – What we teachInstruction – How we teach

What you will teach + How you will teach it =

Lesson Planning

Tools for WHAT you will teach• Descubre Resources• Curriculum Guides• Standards

Other considerations:• Frequency and Time seeing students• Age level of students

Step One:

Know how many times you will see students. This will

determine how many lessons you will need.

Step Two:Look at Curriculum Guides to layout your

yearly plan and determine which topics/units you will be able to complete

and how many days for each unit.

Step Three:

Determine the vocabulary and structures you will be able to

do with the schedule you have

Step Four:Gather your resources

(Standards document, “Can Do” statements, Descubre,

etc.) to map out your lessons

Please go to http://tinyurl.com/worldlangplcsurvey