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TPL Project - 2010. Darren Beer - Ararat Primary School Sue Knight - Ararat North Primary School Natalie Neville - Ararat West Primary School Tahnee Waterston - Ararat West Primary School. TPL - 2010. - PowerPoint PPT Presentation

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TPL - 2010

Darren Beer - Ararat Primary SchoolSue Knight - Ararat North Primary School Natalie Neville - Ararat West Primary SchoolTahnee Waterston - Ararat West Primary School

TPL Project - 2010we were allocated 30 days each for Teacher professional leave to explore and develop teaching strategies to improve teacher practice in writing.

Improving student achievement in writing Was an improvement focus in the Grampians network strategic plans.

TPL - 2010Our Research Question

HOW CAN JOINT PLANNING, MODELLING, OBSERVING AND REFLECTING ON TEACHER PRACTICE USING THE E5 INSTRUCTIONAL MODEL IMPROVE THE TEACHING OF WRITING IN NETWORK SCHOOLS?

3

Our Goal OUR GOAL WAS TO IMPROVE TEACHER PRACTICE IN WRITING USING THE E5 INSTRUCTIONAL MODEL.

A LESSON STUDY APPROACH WAS USED BY OUR TEAM TO PLAN, OBSERVE, REFLECT AND REVISE EFFECTIVE WRITING LESSONS ACROSS A VARIETY OF GENRES. THIS APPROACH WAS ALSO AN EFFECTIVE WAY TO BEGIN PEER OBSERVATION IN OUR SCHOOLS.

THE RESOURCES ON THE LAST PAGE OF THIS POWERPOINT CAN BE ADAPTED TO SUIT YOUR OWN TEAM.

4e5 Writing Lesson Study Cycle 5Set Goals and Learning Intention

6Analyse and Plan

Teach and Observe

Discuss and Revise

Reflect

Locating yourself on the continuum

Resources(NB: To open and print embedded document open slideshow in edit mode )

Planning

Observing

Feedback and Reflection

TPL e5 Team 2010: Feedback Protocol

Four roles: Teacher: joint planner Observer 1: Content joint planner Observer 2: What the teacher was doingObserver 3: What the students were doingOther roles for Observer 2 and 3: Timer ensures time limits are adhered to Feedback Observer ensures process is followed When delivering the Feedback Session the teacher and observer are positioned opposite each other knee to knee, other team members each side during the feedback delivery and perform their extra roles of timer and feedback observer, changing only when it is their turn to give feedback.

DurationSpeakerRemember...

2 minutesTeacher briefly reflects on lesson - de-briefsInitial thoughts, responses, feelingsObserver silent

3 minutesObserver 1 describes what they saw I observed the content.....Fine-grained evidence, not generalBe specific, Describe, dont judge, Be sensitiveTeacher silent

3 minutesTeacher responds to observers commentsLesson Reflection:What went well? Why did ...occur? What could be done differently?Be open, not defensiveBe honestObserver silent

3 minutesObserver 2 describes what they saw I observed the teacher.......Teacher silent

3 minutesTeacher responds to observers comments

Observer silent

3 minutesObserver 3 describes what they saw I observed the student......Teacher silent

3 minutesTeacher responds to observers commentsObserver silent

3 minutesTeam Discussion Where to now?Listen, reflect, explore ...

1 minuteTeacher concludes with Self-Reflection:What were some of the things that you learnt about your teaching?What further steps will you need to take to continue your learning around this goal?What are some of the ways that this process helped you address your goal?What might your next goal be?

1 minuteProtocol Feedback observer comments on process

TPL e5 Team 2010: Feedback Protocol

1. Teacher briefly reflects on lesson -de-briefs

2. Observer 1 describes what they saw I observed the content.......

3. Teacher responds to observers commentsLesson Reflection:What went well?Why did ... occur? What could be done differently?

4. Observer 2 describes what they saw I observed the teacher......

5. Teacher responds to observers comments

6. Observer 3 describes what they saw I observed the students........

7. Teacher responds to observers comments

8. Team Discussion

9. Teacher concludes with Self Reflection:What were some of the things that you learnt about your teaching?What further steps will you need to take to continue your learning around this goal?What are some of the ways that this process helped you address your goal?What might your next goal be?

TPL e5 Team 2010 - Beer Knight Neville Waterston

e5 Instructional Model ~ Teacher Self -Reflection Date:.............

e5 DomainIn my teaching I did this by...

Engage

The teacher: Generates interest and curiosity Raises questions Elicits students prior knowledge Establishes learning goals and expectations Makes assessment and performance requirements clear

Explore

The teacher: Presents interesting and challenging tasks Provides tools and strategies for learning Identifies concepts and misconceptions Guides students responses and learning where necessary

Explain

The teacher: Provides opportunities for students to demonstrate their current understanding Explicitly teaches relevant knowledge, concepts and skills Delivers content in multiple ways Assists students to represent their new learning using language, images etc Structures opportunities for students to practice new learning

Elaborate

The teacher: Engages students in dialogue to extend and refine their understanding Supports students to identify relationships between concepts Builds students ability to transfer and generalise their learning Encourages students to apply or extend concepts in new situations Provides explicit feedback and adjust instruction accordingly

Evaluate

The teacher: Supports students to refine and improve their work using assessment criteria Looks for evidence that the students have changed their thinking or behaviour Provides feedback and assist students to evaluate their own progress Helps identify students future learning goals

TPL e5 Team 2010 - Beer Knight Neville WaterstonAdapted from ACEP 2010

LESSON OBSERVATION

STUDENT TEACHER CONTENT

You dont change performance without changing the instructional core. The relationship of the teacher and the student in the presence of the content must be at the centre of all effects to improve performance. e5 Instructional Model DEECD, page 7

CLASSROOM OBSERVATIONFOCUS on the INSTRUCTIONAL COREUse the descriptive voice ( I saw..... I observed.....)What are teachers doing and saying? (not on what the teacher is not doing/saying)What are students doing and saying? (not what you think the student is doing/not doing)What is the task the student is doing? (not on what they are being asked to do)HOW will we RECORDWork in groups of three, one to observe each area

LESSON OBSERVATION - Record Sheet

TOPIC: DATE:TEACHER: OBSERVER:

CHOOSE YOUR FOCUS FOR TODAYS OBSERVATIONTICKHERE

TEACHERI saw..... I observed..... the teacher........ (not on what the teacher is not doing/saying)

STUDENTI saw..... I observed..... the students........ (not what you think the student is doing/not doing)

CONTENTWhat is the task the student is doing? (not on what they are being asked to do)

OBSERVATIONSTPL e5 Team 2010 - Beer Knight Neville WaterstonAdapted from Instructional Rounds in Education

e5 Instructional Model ~ Teacher........................... Observer................................ Date: .............Teacher and Student RolesEngageExploreExplainElaborateEvaluate

The teacher: Generates interest and curiosity

Raises questions

Elicits students prior knowledge

Establishes learning goals and expectations Makes assessment and performance requirements clear

The teacher:

Presents interesting and challenging tasks

Provides tools and strategies for learning

Identifies concepts and misconceptions

Guides students responses and learning where necessary

The teacher:

Provides opportunities for students to demonstrate their current understanding

Explicitly teaches relevant knowledge, concepts and skills

Delivers content in multiple ways

Assists students to represent their new learning using language, images etc

Structures opportunities for students to practice new learning

The teacher:

Engages students in dialogue to extend and refine their understanding

Supports students to identify relationships between concepts

Builds students ability to transfer and generalise their learning

Encourages students to apply or extend concepts in new situations

Provides explicit feedback and adjust instruction accordingly

The teacher:

Supports students to refine and improve their work using assessment criteria

Looks for evidence that the students have changed their thinking or behaviour

Provides feedback and assist students to evaluate their own progress Helps identify students future learning goals

The student:

Asks questions

Shows interest in the topic

Calls up prior knowledge/learning

Develops their own learning goal

The student:

Probes and makes suggestions

Forms new predictions and hypotheses

Tries alternatives and discusses them with others

Records observations and ideas

Explores resources & materials