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WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter)

WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter). Diamond Reflection I came expecting…. Purpose Logistics Agenda Breaks as needed individually Cell phones off or on vibrate. Facilitator Tool Orientation: The Big Eight (page 167) Welcome and purpose

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WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter)

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  1. WELCOME!Total Instructional Alignment(TIA)(Based on the work of Lisa Carter)

  2. Diamond Reflection • I came expecting…

  3. Purpose • Logistics • Agenda • Breaks as needed individually • Cell phones off or on vibrate

  4. Facilitator Tool • Orientation: The Big Eight(page 167) • Welcome and purpose • Introductions • Logistics • Mixer/get acquainted • Intended results • Agenda Review • Norms/ground rules • Agreement

  5. Intended Outcomes - TIA • Understand Total Instructional Alignment and be able to use alignment document/pacing guide to develop units/lessons. • Understand and be able to evaluate the three stages of Understanding by Design (UBD). • Understand the power of collaborative processes and be able to collaboratively design lessons.

  6. Intended Outcomes: • Facilitation of TIA • Define role of TIA Facilitators • Equip facilitators with knowledge, skills and resources to facilitate the implementation of TIA in their buildings • Create a community of TIA leaders for ongoing support and collaboration

  7. Progress Indicators • Participants will know and be able to: • Explain the role of TIA facilitators • Use collaborative processes to facilitate adult learning • Design an initial TIA Implementation Plan • Access and use resources to support TIA implementation

  8. Introductions • Check-in • Who you are… • What’s going on… • 3 minutes

  9. Facilitator Tool • Table-Talk Roles • Facilitator • Keeps the group on task • Makes sure everyone has a chance to participate • Recorder • Writes down key points on newsprint • Spelling and handwriting don’t count in round one • Write quickly to keep up with ideas • Time Keeper • Periodically reminds team members of time constraints • Keeps team meetings focused on the tasks at hand • Identifies when more time is needed for discussion • Runner • Gathers/distributes materials as needed • Reporter • Synthesizes, with the help of group members, key points and summarizes them for the whole group

  10. Facilitator Tool • Development of Group Norms • Seven Norms of Collaborative Work* • (front pocket of Facilitator Manual – yellow; save for tomorrow) • Promoting a Spirit of Inquiry • Pausing • Paraphrasing (p. 28) • Probing (p. 29) • Putting Ideas on the Table • Paying attention to Self and Others • Presuming Positive Intentions • *Toolkit on page 195.

  11. Facilitator ToolDevelopment of Group NormsSeven Norms of Collaborative WorkWhich of these norms might be most important for your full participation in the group?1 minute self-reflection2 minutes group processing Popcorn report out

  12. Facilitator ToolDevelopment of Group NormsSeven Norms of Collaborative WorkConsidering these seven norms, which might you find most challenging?What strategies might you use to focus in on the ones you might find most challenging?

  13. What is a facilitator? • (Pages 4 – 10) • Table Discussion • Timer: 2 minutes • Facilitator Tools – Timer Tools / Selector Tools • “Spinner report out”

  14. How is facilitation • different than what you do now? • Table Discussion • Timer: 2 minutes • Popcorn report.

  15. Facilitator Tool • Orientation: The Big Eight • Quick Check • Page 167 • Check power point to see if/where the components of The Big Eight are included.

  16. Facilitator ToolDecision Making – ConsensusReview Step-by-Step Process on page 173. • In what situations is consensus the most appropriate decision-making tool? • Why not just vote?

  17. Facilitator ToolDecision Making – Consensus • Consensus • Everyone can “live with” the decision • Establish and use evaluative criteria • Accept conflict as part of the process • Encourage negotiation and collaboration • Emphasize fact over opinion • Not about winning or losing • Don’t give in just to avoid conflict • Flipping coins and voting are not viable alternatives • Consultative • Key decision-maker accepts input and advice, then acts • Executive • Decisions designated to a single person or team • Voting • Majority or 2/3 “yes” can make decision

  18. Overview of Total Instructional Alignment (TIA) • Lisa Carter Video • Alignment of the System • Alignment of the Curriculum and Assessments • Alignment of the Instructional Practices • in the Classroom • (page 59)

  19. Overview of Total Instructional Alignment (TIA) • Reflection • How is TIA different • than what we are now doing • in terms of alignment? • Popcorn report.

  20. Overview of Total Instructional Alignment (TIA) • Reflection • Why do you think that Lisa said that of the three areas of TIA, “theeasiest is alignment of standards, curriculum and assessments”? • Popcorn report.

  21. Facilitator ToolJigsaw(p. 189) • Pull Out Negativity By Its Roots • by Rick and Becky DuFour • At your table: • Determine who will read each section • Introduction • Weed 1 • Weed 2 • Weed 3 • Weed 4 • To Build A Culture & Conclusion • Read and highlight key ideas - 6 minutes • Each person share main points - 1 minute each person • At your tables, create a one-sentence “moral of the story” and put on Chart Paper and Post– 4 minutes

  22. Unpacking the Frameworks • Bloom’s Taxonomy • K – W – L • Complete K and W • What you KNOW… • What you WANT to Know…

  23. Unpacking the Frameworks • Lisa Carter Video • Bloom’s Taxonomy

  24. Unpacking the Frameworks • Bloom’s Taxonomy • (Pages 73 – 75) • K – W – L • Complete “L” – What you Learned…

  25. Unpacking the Frameworks • Lisa Carter Video • Constructing a • Learning Objective • Z Chart • (Pages 76-78)

  26. Practice: Constructing a Learning Objective • Divide chart paper into 4 sections; list everything you recall that goes in each of the four boxes. When completed, compare with two other tables. (6 minutes) 1 2 3 4

  27. Practice: Constructing a Learning Objective • Page 77 • For the Learning Objectives listed on this page, write (on large chart paper) in Z-square format, the corresponding word/phrase in each of the 4 boxes. • (5 minutes) • Check your work! • Compare to table next to you. • Questions?

  28. Practice: Constructing a Learning Objective • W.4.3.11 Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure. • Format on Page 78 • Use large chart paper; put the corresponding words/phrases in each Z-Chart box. Is this a clear learning objective? If not, then rewrite as a learning objective. • Post then Facilitator Carousel

  29. Unpacking the Frameworks • Bloom’s Taxonomy • (Pages 73 – 75) • K – W – L • Add to “L” if you learned more…

  30. Unpacking the Frameworks • Lisa Carter Video • Task Analysis • (Pages 79-81)

  31. Practice: Task Analysis • Complete a Task Analysis • for the example on page 80 • OR • one of the examples on page 81. • Follow the steps on page 79. • Begin each task with a MEASURABLE verb.

  32. Practice: Task Analysis • Was this easy or hard? • Why?

  33. More Practice: Task Analysis • Following the steps on page 79, complete a Task Analysis for an SLE in your content area. • Put on chart paper and post. • 13 minutes.

  34. Task Analysis • Why is a Task Analysis important? • Table Discussion • Popcorn Report

  35. Unpacking the Frameworks • SLE Alignment Activity • K-5 Teams • 6-12 Teams (HINT-be sure there is an ELA teacher on each of the secondary teams!) • Baggie of ELA SLEs per team • Group consensus on alignment SLEs • Glue SLEs to on the agreed upon grade-level chart • Pick up correct alignment sheet and count up number your team has correct How many teams with 100%?

  36. Alignment Documents • English Language Arts • Mathematics • Science

  37. Rotate Table-Talk Roles • Facilitator • Keeps the group on task • Makes sure everyone has a chance to participate • Recorder • Writes down key points on newsprint • Spelling and handwriting don’t count in round one • Write quickly to keep up with ideas • Time Keeper • Periodically reminds team members of time constraints • Keeps team meetings focused on the tasks at hand • Identifies when more time is needed for discussion • Runner • Gathers/distributes materials as needed • Reporter • Synthesizes, with the help of group members, key points and summarizes them for the whole group

  38. Lesson DesignUnderstanding by Design (UBD) • Article: Backward Design • (front pocket – green) • Facilitator Tool • 4 A’s Process (Page 190) • Everyone read and highlight. • Consensus on 4 A’s. • Chart paper – Post - Carousel • What is important about • the three stages of UBD? • “Spinner Report Out”

  39. Lesson DesignUnderstanding by Design (UBD) • Treasure Hunt: • In the power point handout for today’s session, determine if / where (which slides) each of the 3 stages is addressed. • Stage 1 – Desired Results • Stage 2 – Assessment Evidence • Stage 3 – Learning Plan/Experiences

  40. TIA and UBD Lesson Design • From what you’ve learned about TIA and Lesson Design, develop a set of “quality indicators” which could be used to guide Lesson Design work. • Stage 1……Stage 2……Stage 3 • Brainstorm Prioritize Non-Negotiables • Record 3 non-negotiables • for each stage on chart paper. Post.

  41. Lesson DesignUnderstanding by Design (UBD) • Use the “Quality Indicators” to assess the lessons in your “grade band”; the lessons are located in the back of your Facilitator Manual. • 3 for all three stages evident. • 2 for two stages evident. • 1 for one stage evident. • 0 for no stages evident. • Facilitated report. • What AHAs?

  42. Lesson DesignUnderstanding by Design (UBD) • With this SLE, • design a lesson using the UBD Framework. • M.13.2.2 Tell time • to the nearest five-minute interval. • Include: Level of Bloom’s • Objective – Z Chart • Task Analysis • Post on chart paper. • Group carousel. • Feedback on small post its.

  43. Lesson DesignUnderstanding by Design (UBD) • Select an SLE from your own frameworks. • As a table group, design a lesson using the 3 stages of UBD. • Include: Level of Bloom’s • Objective – Z Chart • Task Analysis • Post on chart paper. • Group carousel. • Feedback on small post its. • Check feedback on your tables’ lesson.

  44. For Day 2Can leave “stuff” on tables.Keep Seven Norms handout for Day 2.

  45. Reflection: Day 1Complete pink T-Chart andleave on your table.Front Pocket of BinderSee you tomorrow!

  46. Welcome to Day 2!What have we learned?Chart PaperGroup Consensus3 main learnings from day 1.Post.Facilitator Carousel

  47. Day 1 – Focused on basics of TIA and UBD Lesson Design…and some facilitator tools.Day 2 – Focus is on facilitating the implementation process through Learning Teams at your school.(Learning Team Guide pages 19-26;Adult Learning pages 9 & 10)

  48. Seven Norms of Collaborative Work* • Complete Group Self-Assessment (on back of handout) • (Review Consensus process on page 173.) 3 minutes • Promoting a Spirit of Inquiry • Pausing • Paraphrasing (p. 28) • Probing (p. 29) • Putting Ideas on the Table • Paying attention to Self and Others • Presuming Positive Intentions • *Toolkit on page 195.

  49. When implementing TIA and UBD Lesson Design, what do you see as the top 2 challenges?Quick popcorn report.

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