instructional program overview. at the end of the session, teachers will: ◦ understand the...
TRANSCRIPT
Winterfield Elementary School
Instructional Program Overview
At the end of the session, teachers will:◦ Understand the urgency of increasing the level of
rigor/challenge in our school.◦ Collaborate with administration and colleagues to
design rigorous instruction, assignments, and assessments while providing support for one another and our students.
◦ Create classroom cultures that support and nurture high academic achievement for all learners.
Desired Outcomes
Become and remain open to new ideas Be fully engaged and present Honor time agreements Speak your truth respectfully Share responsibility for the success of our
work together Silence/vibrate all technology
Working Agreements
Guiding student thinking in deliberate ways along a structured route engineered for thinking and learning.
Causing mental acts within students’ heads that will result in their understanding or being able to do something.
It’s about the learning, not the teaching!
What is Teaching?
Source: The Skillful Teacher (Sapier, Haley-Spec, Glower)
Special Announcement
Teaching is a valuable profession with clear standards and expectations.
Teaching is a craft that must be constantly be reassessed, revised and refined.
Teaching is the most important part of maintaining our civilization.
Teaching is an art. Teaching is a science. Teachers can get better if they are honest
with themselves and willing to grow.
What is Teaching?
Grant’s Key Beliefs About Being an Educator
EVERY child and EVERY teacher can learn, grow, and excel in the right environment.
Everyone is important: Every child deserves an EXPERT teacher Every teacher deserves to be a part of an EXPERT
community. Every school needs adults who can pool their intelligence
to help the entire school get smarter. Working in a high poverty school is hard work, but
coming to work should be a joy…EVERYDAY. Teachers should freely participate in professional
development, welcome feedback, and work hard to increase their effectiveness.
A family atmosphere is the best way to nurture teachers and grow students.
Ms. Grant’s Beliefs About Teaching & Learning
•Every child can learn at HIGH levels.•No excuses•Maintain a growth mindset•Don’t blame the lettuce
Ms. Grant’s Beliefs About Teaching & Learning
•Push them, scaffold when necessary•Great teaching is intentional, not accidental—You have to plan it and plan it well!•The most important thing is the teacher and what he/she can do…•Think Different
What is your view of intelligence?
Agree/DisagreeA. Your intelligence is something very basic about
you that you can’t change very much.B. You can learn new things, but you can’t really
change how intelligent you are.C. No matter how much intelligence you have,
you can always change it quite a bit.D. You can always substantially change how
intelligent you are.
A quick quiz…
A Word About Mindsets
Fixed Mindset Growth Mindset
Intelligence is fixed You get what you get Ability is primary Failure=confirmation
of lack of ability/smartness
Goal: Prove I am smart or hide the truth
Feedback is criticism
Intelligence is malleable
You can get smarter Effort is primary Failure=opportunity
to learn from mistakes
Goal-to learn and improve
Feedback is help
Agree/DisagreeA. Your ________ ability is something very basic
about you that you can’t change very much.B. You can learn new things, but you can’t really
change how well you _______.C. No matter how much ________ ability you have,
you can always change it quite a bit.D. You can always substantially change how well
you _________.
A 2nd quick quiz
Star teachers have a growth mindset
This is importantYou can do it, with effective effort
I won’t give up on you
Key Cultural Messages
When you plan lettuce, if it does not grow well, You don’t blame the lettuce.You look for reasons it is not doing well.It may need fertilizer, or more water, or less sun.You never blame the lettuce.
--Thich Nhat Hahn
We Don’t Blame the Lettuce
Praise effective effort, not smartness Emphasize the use of skills instead of
traits Graph student effort/effort rubrics Explicitly teach resiliency and efficacy
Key Cultural Messages
Break Time!
Post and share teaching points/objectives for every subject, every day.◦ Verbally state teaching points and/or objectives
prior to beginning instruction.◦ Refer back to the teaching point and/or
objectives several times during the instructional period.
◦ Align all instructional activities directly to the teaching point and/or objective.
ROUTINES & PRACTICES-The Big 7
Deliver effective instruction by:◦ Framing the big picture◦ Using clear explanatory devices◦ Creating mental engagement◦ Providing cognitive empathy and ◦ Anchoring learning.
ROUTINES & PRACTICES-The Big 7
Communicate the teaching point/objective. Share the learning itinerary-post the agenda
on the board. Connect the teaching point/objective to an
essential question. Explain the reason for the learning
task/activity. How is it connected to the teaching point/objective?
Share why the teaching point/objective is important for students to learn (Attention)
Share the criteria for success.
Frame the Big Picture
Teaching point/Objectives Agenda Learning Task
Board Expectations
Mathematicians, today I am going to teach you… First we will… Then… Then… Finally… After today’s teaching, you should
have/understand… The reason this is important… The activities we will do today are important… Here is what you need to do to show you have
met the standard…
Example of Framing…
Teachers, today I am going to teach you how to frame a lesson. ◦ First I will share the knowledge base for framing a lesson. ◦ Then we will practice converting CC objectives into a teaching
point.◦ Then you will share your learning with a table buddy.◦ Finally we will discuss next steps for successfully implementing
our new learning into our daily lessons. After today’s training, you should have/understand how framing a
lesson can increase student attention and ultimately their engagement. The reason lesson framing is important is that our students need a clear focus free of information that can decrease their opportunities to learn. The activities we will do today are important so you get comfortable with framing. Here is what you need to do to show you have understand how to frame a lesson. Practice framing a lesson with a table buddy and include all important parts of lesson framing in your presentation.
Example of Framing…
Think of a routine or procedure that you will teach on the 1st day of school.
Write a frame of the lesson. Share your frame with a colleague.
Task: Script a Framing for a routine or procedure
Mathematicians, today I am going to teach you… First we will… Then… Then… Finally… After today’s teaching, you should
have/understand… The reason this is important… The activities we will do today are important… Here is what you need to do to show you have
met the standard…
Example of Framing…
Explanatory devices are tools that can be used to present information and explain concepts within any approach to teaching.◦ Learners take in information in 3 Ways:
Auditory Visually Kinesthetically Be sure to explain in ways that allow students to
SEE, HEAR, and EXPERIENCE the content or concept.
Clear Explanatory Devices
Simple and progressive cues Simple language Analogies Diagrams Pictures Charts, Whiteboard, Smartboard Document cameras Audio and Video Models Mental Imagery Think Alouds Graphic Organizers
Clear Explanatory Devices
Content + How We Explain it (Explanatory Device)◦ This is the GUM!
Clear Explanatory Devices
Make cues explicit, instead of “guess what I am thinking?” or “guess why we are doing this?”
Ask clear questions, instead of “read my mind”◦ What is good writing?◦ Avoid questions in a series if you are trying to clarify
your original question. Ask a clear question. Give necessary steps in directions, instead
of “Oops I left that out” Give the meaning of references, instead of
“who is she talking about”.
Mental Engagement
Checking for Understanding Unscrambling Confusions Making Thinking Visible
Cognitive Empathy
Summarizing Learning◦ What did I learn today? What puzzled me?◦ What did I enjoy, hate, accomplish in class today?◦ How did I learn from the discussion or lesson?◦ How was my performance in class?
Use of Questioning
Anchoring Learning
Frame the lesson Explain clearly Create, maintain and sustain engagement Get in their Heads/Ensure they learning Anchor it so it sticks!
Effective Instruction Summary
Provide clear and concise directions for instructional tasks.◦ Visual◦ Oral/Verbal◦ Have a student share◦ Write your directions in advance to ensure you
use precise, explicit language
ROUTINES & PRACTICES-The Big 7
Pre-teach and reinforce academic vocabulary necessary for understanding.◦ ExCELL Strategies◦ What academic words are important to
understanding?
ROUTINES & PRACTICES-The Big 7
Share and review criteria for scholar work products before learning tasks are distributed.◦ What is the target? What performance level is
expected for mastery?◦ What is the rubric? What does success look like?◦ Can you share example work? Is it posted?◦ Are your expectations clear?
ROUTINES & PRACTICES-The Big 7
Use questions, prompts, and cues strategically to guide scholars to deeper understanding AND require all scholars to provide evidence (oral and written) to support their thinking.◦ Pre-plan your questions to ensure higher level
thinking and necessary scaffolding.◦ How do I cue? How do I prompt?
ROUTINES & PRACTICES-The Big 7
Assess scholar understanding at the end of each lesson AND use scholar performance data to plan upcoming instruction.◦ How will you pre-assess?◦ Exit tickets?◦ End of lesson assessment tied to the objective?◦ Can you prove they met the target?◦ Respond to performance.
ROUTINES & PRACTICES-The Big 7
The Big 7 will be the focus of our school-wide professional learning this year.
The Big 7 are not tied to any particular instructional program or product; it is just about good old-fashioned teaching.
ROUTINES & PRACTICES-The Big 7
To ensure all scholars are able to master required content, teachers are expected to incorporate the following instructional strategies into their repertoire. Training and support will be provided in these areas throughout the year.
Expected Instructional Strategies
Break Time!
Each grade level will receive a WES Curriculum Map that outlines what to teach when!◦ Includes a year-long outline of units◦ A monthly pacing calendar that can be adjusted
by teacher teams.◦ Will support the special area team
What Do We Teach?
We teach…◦ Reading◦ Writing◦ Spelling◦ Math◦ Science◦ Social Studies◦ Special Areas…
Balanced Content
We have designed a master schedule around the needs of our students.
60 Min. of Readers Workshop (inc. SS) 60 Min. of Math 45 Min. of Writers Workshop 45 Min. of Science 30 Min. of Reading Support 30 Min. of Math Support 55 Min. of Special Area classes (5 Day
Rotation)
What is the Schedule?
Actors do not teach children, teachers do Programs do not teach children, teachers do Technology does not teach children,
teachers do Worksheets do not teach children, teachers
do Video clips do not teach children, teachers
do
Understand…
Every child was scheduled by hand Organizing levels of teacher support based
upon students needs:◦ ESL Services◦ EC Services◦ Facilitator Co-teaching, demonstration and
modeling.◦ Potential hiring of additional co-teachers
My Classroom?
Reading Support◦ Leveled Literacy Intervention◦ Guided Reading◦ Book Clubs
Math Support◦ Time Tech Swap (ixl.com and Dreambox)◦ Guided Math Support
Support Time?
We have ordered an additional 90 Chrome Books!◦ Every 3rd-5th grade classroom will have 10 Chrome
Books assigned all day, every day.◦ Personalized learning and support
We plan to order more iPads!◦ Every K-2nd grade classrooms will ultimately have
an assigned 10 iPads to support personalized learning and support.
Technology for Time Swap?
Great teaching doesn’t happen on the fly. The level of detail in a plan should match the
teachers needs, not an administrator. There are important components that must be
included in your plans. Questions have to be pre-planned. Checks for understanding have to be pre-
planned. Assessment has to be pre-planned All activities MUST be aligned to the teaching
point/objective.
Ms. Grant’s Beliefs About Lesson Planning
Each grade level can decide on the format of plans.
Required components◦ Teaching point/Objectives◦ Connection, Teach, AE, and Link
Clearly outline the direct instruction component of all plans◦ Differentiation (small group/conferring)◦ Exit assessment◦ Checks for Understanding◦ Technology use?
Submission requirements:◦ Post on google drive by 5 p.m. on Friday.◦ Use google drive to collaborate on lesson plans but, align
the plans to the needs of your students.
Lesson Plan Requirements
Monday and Tuesday: PLC meetings focused on refining instruction, practicing delivery of instruction, and responding to student data.
Wednesday-Friday: Individual planning—writing of lesson plans, gathering of materials, designing projects, etc.
PLC and Individual Planning
Members of the administrative and/or facilitator team will provide timely, supportive feedback on lesson plans.
Lesson Plan Feedback
Data Driven Instruction @
Winterfield Elementary School
At the end of this session, all WES teachers will have an understanding and clarity regarding the expectations for data driven instruction for the 2014-2015 school year.
Desired Outcomes
Multiple data trackers for the same information
Data tracking seemed like busy work, detached from my real work every day.
It takes to much time away from what I do. Just let me teach…
What Have I Learned…
The Bear Pathway◦Clear guidelines on E.O.Y. expectations in reading, writing and math for every grade level.
What data is important to monitor?
What data is important?
K-2nd 3rd-5th
Reading 3D/TRC MAP Writing Assessments Pre/Post Math
Assessments
Reading 3D/TRC or Fountas & Pinnell
MAP Writing Assessments Pre/Post Assessments
Use Reading 3D/TRC; no extra tracking. MAP; no extra tracking. Running Records; no submission of
trackers Writing Assessments-teachers will track in
Mastery Connect. Pre/Post-teachers will track in Mastery
Connect.
What am I responsible for tracking?
Mastery Connect Training The Mastery Connect team will join us on
8/19/2014 to show us how to use Mastery Connect!
How/when will we Assess?
Weekly quiz (2nd-5th)Pre/Post Assessment (2nd-5th)
MOCK EOG (3rd-5th)◦End of 1st Quarter
Who writes the Assessments?
Literacy Math Science
Reading:Grant & Slagle
Writing:Writing
Pathways-Lucy Calkins
K-2nd:Kathy
RichardsonHerring
3rd-5th:Hasan
K-5th:JamesGrant