SAN JOSE UNIFIED SCHOOL DISTRICTINSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY Welcome to

Deepening Understanding of Inquiry: Year 2 PTs & SPs

October 22, 23 & 25, 2012

Meeting Goals

• Deepen knowledge of Inquiry

• Understand the connection between Inquiry and the California Standards for the Teaching Profession

• Develop compelling Focus Questions

Assessment of Teaching and Learning

Context for Teaching and Learning

Inquiry into Teaching and Learning (IIP Embedded Across)

Summary of Teaching and Learning

Formative Assessment for California Teachers (FACT)

Continuum of Teaching Practice

Review Inquiry from last year

• What was your Focus Area? (1)

• What was your Focus Question? (2)

• What California Standard for the Teaching Profession did you address? (3)

Action Research

• Disciplined inquiry

• Teacher driven

• Intent is to change & inform teaching practices

• Carried out in the classroom

• Problem of Practice

Action Research

Impact of Inquiry on Your Practice

• At the beginning of last year, I thought/believed/practiced __________.

• At the end of the year I changed the way I ___________.

• At the end of this year, I would like my actions to reflect____________.

Step 1: Develop Focus Question C-1 Cells 1-4*

Step 0: Self-Assessment CTP; E2.5 – E 2.6

Step 2: Analyze Entry AssessmentSelect Focus Students• C-3 (Pt 1 & 2); C-4

Inquiry into Teaching & Learning

Lesson Plan (C-5)

Teach lesson•Observation

C-6•Collect student Work

•Analyze student work C-7•Research & Reflect C-1 5-8

Cycle of Inquiry

Step 6: Summary Student Assessment C-8

Step 8: Self-Assessment CTP; E2.5 – E 2.6

Step 7: Final Reflection• C-3 (Pt 1 & 2); C-4

Inquiry into Teaching & Learning

Continuum of Teaching Practice

• Review Continuum & identify areas of strength & growth

• What is your focus area?

• Write your focus area in C-1, Cell 1

• Choose focus CSTP in C-1, Cell 3

Break

Criteria for a CompellingFocus Question

1. Focused on improving teacher practice

2. Grounded in a specific teaching context

3. Something the researcher has control over

4. Personally engaging

5. Bonus criteria: Concise, open-ended & shouldn’t already have an answer

Cycle of Inquiry

How can I differentiate for my high achievers with a special focus on critical thinking skills in a unit on Ancient Greece?

To what extent does incorporating group work strategies improve student learning and understanding of describing family in basic Spanish?

How will differentiated independent practice activities during math improve students’ number sense understanding?

Write your focus question

• Does it meet the criteria?

• How can it be improved?

• Write your focus question in C-1, Cell 2

Essential Components of Instruction

• What will your students be learning over the course of your Inquiry?

• Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2

Essential Components of Instruction

Data & Action Research

• What type of data is to be collected?

• Unit assessments

• DRA

• Observation checklists

• Writing samples

• Tickets Out the Door

• Quick Checks

• Communication Logs

Data & Action Research

• What type of data is to be collected?

• Write your entry level assessment and criteria for interpretation in C-2, Cell3

• Write your summative assessment and criteria for interpretation in C-2, Cell 4

Data & Action Research

• What type of data is to be collected?

• What change do you hope to see in your students as a result of this inquiry? C-1, Cell 4

• Needs to be quantifiable (a #!)

How is it going?

• Review:

• Focus Area

• Compelling focus question

• Academic content

• Assessment measures

• Within your SP/PT partnership, take a moment to check in.

• What questions do you still have?

Closure

• Please complete feedback forms

• Advice and Assistance Meetings in January