seismic whole school and plc planning day tuesday, august 13th, 2013

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  • SEISMIC Whole School and PLC Planning DayTuesday, August 13th, 2013

    Common BeliefsEffective Instruction and Improved Student LearningContent and pedagogical content knowledgeProfessional Learning CommunitiesLeadershipEducational ResearchFormative AssessmentFixed vs Growth Mindset

  • Deepen teachers math and science content and pedagogical content knowledge.Deepen participants understanding of a research based learning cycle as a framework to organize elements of effective instruction.Deepen participants understanding of the use of evidence to inform their instruction and students learning tactics.

  • Research BaseTPEP and the Research Based Learning CycleMindset and Math/Science AchievementPLC Planning

    Outdoor BBQ lunch11:30 am

  • Students come to classrooms with preconceptions about how the world works. To develop competence in an area of inquiry, students must:have a deep foundation of factual knowledge; understand facts and ideas in the context of a conceptual framework; organize knowledge in ways that facilitate retrieval and application.A metacognitive approach to instruction can help students learn to take control of their own learning goals and monitor their progress in achieving them.

  • Five Key Strategies

    Clarifying, sharing, and understanding learning intentions and success criteria.

    Eliciting evidence of learners achievement.

    Providing feedback that moves the learner forward.

    Activating students as instructional resources for one another.

    Activating students as owners of their own learning.

  • unit of instruction (2-4 weeks)

  • How can we collect relevant evidence of student understanding of the learning target?*

  • Commit to one change in your instructional practice that you want to focus on because of your work this week.

  • Develop a shared understanding of strategies to improve student achievement in line with the new standards and practices.

    Plan building PLC work for the 2013-14 school year.

  • What does the research say about successful schools?

    Resources and data from the Education Trust (www.edtrust.org)

  • Focus on what students need to learnSuccessful schools focus on standards Successful schools do not focus instruction on the state required tests, they focus on the standards

  • teachers spend collaborative time focusing on what students need to learncollaborative time is structured with a clear agenda and rules of engagement

  • #3 Assess frequently to see if students are learningSuccessful schools use frequent formative assessments--not to give a grade but to see if students are learning what they need to know

  • Teachers bring together data from assessments to do three important things:gauge how learning is going overall;figure out who is struggling and needs extra help and who has mastered the material and needs extra challenge; to see patterns that would be otherwise invisibleor, at least, difficultfor classroom teachers to discern. #4 Use data to inform instruction

  • #5 Build personal relationships

    between students

    between students, teachers, and principals

    between teachers

  • The research is unequivocal: When schools build collaborative cultures, commit to all students learning, and use data systematically through ongoing inquiry into improving instruction, they improve results for students

    Nancy Love (2009), citing research from:Elmore, 2003; Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003; Louis, Kruse, & Marks, 1996; Love, 2004; McLaughlin & Talbert, 2001; National Staff Development Council, 2001.

  • The most powerful way of thinking about a teachers role is for teachers to see themselves as evaluators of their effects on students.John Hattie

  • Look over possible educational interventions.Decide whether the interventions would have a low, medium, or high impact on student achievement. What factors most positively impact student achievement?

  • What high impact practices are regularly part of your classroom practice?

    What high impact practices are you currently engaged in at your school?

  • Research Based Learning CycleAssessmentHow do I close the gap?How do I close the gap?Next ConceptFeedbackClassroom culture / Mindset

  • Mastering the dance Mastering this dance did not happen overnightit required creating a classroom culture that was safe enough for my students to feel comfortable expressing and respectfully critiquing ideas

  • Research Based Learning CycleAssessmentHow do I close the gap?How do I close the gap?Next ConceptFeedbackClassroom culture / MindsetLook at the TPEP framework your district is using:Teachers consider what area you would like to focus on given the strengths and weaknesses of your current instructional practice.Principals consider what area of focus would best fit with other building initiatives.

  • Collaboration within and between content areasFocus on instructional practice

  • As you read this article, note specific recommendations for the classroom and the building that would be appropriate for your PLC and/ or school to consider implementing.

  • ExamplesWhat recommendations for encouraging a growth mindset would you like to focus on as you begin the school year, in your classroom, as well as your building?

  • Study skills and learning skills are inert until theyre powered by an active ingredient. Students may know how to study, but wont want to if they believe their efforts are futile. If you target that belief, you can see more benefit than you have any reason to hope for.Carol Dweck

  • Why You Need to FailHow can you ensure your classroom is a safe place to make mistakes?How can you help make it safe to make mistakes in your school?

  • PLC Planning

  • http://nces.ed.gov/nationsreportcard/itmrlsx/default.aspx

  • www.seismic2013.wikispaces.com

    Anne Gallagher

    Rob DahlBrian Isakson

    Thank Lori and content folks first thing. Thank teachers for working through a long week.We started the week reminding you of our model of effective instruction. Over the course of the very short time that weve worked together, weve begun to examine some of the factors that are part of our model. This summer, we really focused on increasing your content and pedagogical content knowledge. Weve not yet talked about fixed vs growth mindset but well get there later this morning.Deepen teachers math and science content and pedagogical content knowledge.Deepen participants understanding of a research based learning cycle as a framework to organize elements of effective instruction.Deepen participants understanding of the use of evidence to inform their instruction and students learning tactics.These were our goals for the past 6 days of our work together. Weve spent some time thinking and talking about the changes that will be necessary to implement the new standards and practices. The majority of you have now had the experience of having those standards and practices modeled for you by your incredibly talented content facilitators. Weve talked about how difficult it is to do something before you can imagine it. Were hoping its easier for you to imagine at this point.This is the plan for the day. The three key principles of learning underlie our work with you, as well as the new standards. When we first introduced these ideas to some of you in January, they probably didnt have a huge amount of meaning for you. Im hoping that these principles are starting to resonate with you and will be an integral part of your classroom practice. Another key body of research that underlies our collective work is the formative assessment research. The student achievement data is compelling and Wiliams five key strategies can easily be adopted in the classroom.

    We spent time talking about how to build to a big idea represented in the CCSSM or the WA state science standards and talked about the importance of focusing on ideas not activities.

    We also talked about elements of an effective lesson and what might go on in the lesson sized block.

    We talked about strategies for sharing learning targets with your students and some of you came up with a common method for sharing in your school.How we can collect relevant evidence of student understanding of the learning target on a regular basis to inform our instruction and students learning tactics.This question is likely to be one that PLCs will want to wrestle with. Were going to introduce some new ideas to you this morning, and were going to spend the rest of the day working on PLC plans and commitments for the school year. Before we go there...

    Write a note to your future self. Make a commitment to yourself to incorporate something that you learned or thought about this week. When you meet with your principal and your PLC, the group focus may not be directed elsewhere. What will YOU commit to doing, regardless of what others choose to do...Develop a shared understanding of strategies to improve student achievement in line with the new standards and practices.

    Plan building PLC work for the 2013-14 school year. I want to remind you of some schools we talked about in January. We introduced some ideas to you that I think we may have a better collective understanding of at this point.

    #1 Focus on what students need to learnsuccessful schools focus on standardssuccessful schools do not focus instruction on the required state tests, they focus on the standards#2 Teacher collaborationTeachers spend collaborative time focusing on what students need to learn.Collaborative time is structured with a clear agenda and ru

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