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Private Lessons by Joy Jones

Private Lessons by Joy Jones. ACTION Those who can, teach! Today’s Lesson: Just like any other artist, I practice and polish the art and craft of teaching. How do you think this will relate to our work today?. Objectives for Today.

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Private Lessons by Joy Jones

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  1. Private Lessons by Joy Jones ACTION Those who can, teach! Today’s Lesson: Just like any other artist, I practice and polish the art and craft of teaching. How do you think this will relate to our work today?

  2. Objectives for Today Understand the 6 steps of Module 3- Inquiry and the forms that will capture your conversations Develop your Inquiry focus Draft your Individual Induction Plan (cells 1-8 of form C-1) Review and personalize the CVUHSD FACT suggested timeline for the Inquiry Module

  3. Let’s Get Everyone on The Same Page… In PT/SP teams take time now to: Note your remaining “To Dos” for modules 1 and 2 Refer to the CVUHSD FACT suggested timeline Submit to Dropbox now any completed documents that have not already been submitted

  4. BTSA and FACT Year 1 • Context for Teaching & Learning • Assessment of Teaching & Learning • Inquiry into Teaching & Learning • Summary of Teaching & Learning We are here!

  5. Inquiry What: An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice. 4

  6. Inquiry Why: An inquiry can serve as the analysis of current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement. Inquiries lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career. 7 7

  7. Inquiry How • An Inquiry provides the participating teacher with an opportunity to: • Gather information about their practice • Identify an area of focus/goal • Research information related to the goal • Develop and implement an action plan • Reflect on collected evidence • Apply new learning to future practice

  8. Inquiry MORE Why: Teacher inquiry is a logical mechanism with which teachers and administrators can gain insights into the CCSS, what they mean for teachers and students, and how the Common Core can be actualized within the reality of teachers’ everyday work with students in the classroom. 9 9

  9. Inquiry MORE How • One instructional approach that holds great potential to actualize the Common Core in classrooms is student inquiry.

  10. Inquiry MORE How • According to Steven Wolk (2008), “Inquiry-based teaching transforms the aims of school from short-term memorization of facts into disciplined questioning and investigating” (p. 116). As such, engaging students in inquiry is consonant with the Common Core’s focus on preparing students for college and the workforce through the development of higher order and critical thinking skills.

  11. Inquiry: Purpose Statement • Read and highlight key points in the purpose statement for the Inquiry (User’s Guide p. 42) • Share insights (SP/PT team) 13

  12. Understanding the Big Picture of the Inquiry Process in FACT: Step One: Determining the Focus of the Inquiry Step Two: Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation and Analysis of Student Work Step Five: Summative Assessment Step Six: Reflection and Application

  13. Connecting Big Picture to IIP (C-1) • Cells 1 – 4: “Plan” phase • Determine a Focus question • Identify CSTP elements to be addressed • Anticipate outcomes for student learning • Cells 5 – 8: “Plan/Teach” phase • Document research and create an action plan • Apply the learning to classroom practice • Determine results • Cell 9: “Reflect” phase • Reflect on the teaching plan, student work, and observation results • Examine the impact on student achievement • Cell 10: “Apply” phase • Describe the application to future practice • Consider implications for a future focus question 15

  14. Determine Focus of Inquiry • Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions. (User’s Guide P. 41) • Talk to your partner about the purpose of an Inquiry. • Partners share out key points, questions, or concerns, to the group.

  15. To begin, you need: • FACT Documents (Especially B-2, B-3, B-4) • CSTP Booklet • FACT Document C-1 IIP (UG 4) • Induction Standards 5 & 6 (FACT Document E-3) • STULL Goals & Objectives • Completed Action Research Sentence Stems • Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work. Determine Focus of Inquiry

  16. NOTE: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work. Determine Focus of Inquiry

  17. One way to approach developing Cells 1-4: • Start with your area of focus (Cell 1) • Use CSTP booklet to find related standard and element(s) (Cell 3) • Select related Induction Standard (Cell 3) • Develop a focus QUESTION (Cell 2) • Determine a measurable outcome (how will you know if you achieved your learning goal? (Cell 4) Determine Area of Focus

  18. Other ways to approach developing Cells 1-4: • Start with one of your STULL goals • Determine if one of your completed sentence stems can connect to an Induction Standard • Consider possible connections to work you are doing in a degree program, i.e., TPAs, PACT, master’s thesis, etc. • Others??? Determine Area of Focus

  19. Work Time! Work Time: Fill in the top and the “plan” cells 1-4 on your computer!

  20. Will it sustain a 6-8 week Inquiry process? Is there alignment with previous FACT work? Is there alignment with focus question, CSTP, and Induction standards? Is it measurable? Editing required? Additions Deletions Substitutions Re-arrangement of words Share cells 1-4 with another PT/SP team

  21. Developing the Action Plan Step One: Determining the Focus of the Inquiry Step Two: Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation and Student Analysis Step Five: Summative Assessment Step Six: Reflection and Application You are here!

  22. Developing the Action Plan • Read and highlight the key points in the Step 2 directions: Developing an Action Plan. (UG 43) • PT/SP teams talk about the purpose of Step 2. • Share key points, questions, or concerns with your table group.

  23. Step 2 – Developing the Action Plan 31

  24. Work Time! • (Cell 5) Insert timeframes– “When action will happen.” (Later these can be made the actual dates it occurred.) • (Cell 6) Research to be conducted– “Steps to gain new knowledge”: Be specific within these categories and add others…  Consulting Colleagues  Observing Classrooms  Professional Journals  Internet Research  Professional Development (conferences or classes)  Observation by Support Provider • (Cell 7) Application- Record how the new knowledge was implemented (state each action taken). You may have some already or this can be completed ongoing…

  25. Developing the Action Plan – Cell 8 • Review IIP Cell 8 • Record (possible) specific examples of classroom changes, as a result of implementation of new knowledge • Example: (Cell 8) “My students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”

  26. Preparing for Instruction Step One: Determining the Focus of the Inquiry Step Two: Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation and Student Analysis Step Five: Summative Assessment Step Six: Reflection and Application You are here!

  27. Connecting Big Picture to Forms Step Three: • Preparing for Instruction • Essential Components for Instruction (C-2) • Entry Level Assessment (C-3, Parts1 & 2) • Focus Student Selection (C-4) • Lesson Series Begins • Lesson Plan (C-5) 35

  28. Preparing for Instruction • Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.” (UG 44) • Talk to your SP/PT about the purpose of Step 3. • Share out key points, questions, or concerns, to your table group.

  29. Preparing for Instruction • Review Essential Components for Instruction (C-2) • Discuss the key words in each box • SP/PT Talk: As you discuss and record in each box, pay attention to which components are connected with the Induction Standards and/or focus questions documented on the IIP

  30. Preparing for Instruction SEQUENCE: 1. Essential Components for Instruction (C-2) 2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2) 3. Selecting 3 Focus Students (C-4) 4. Lesson Series (Lesson Plan C-5)

  31. Preparing for Instruction Table Talk: • What is the purpose of an Entry-Level Assessment? • How is an Entry-Level Assessment diagnostic? • What can be most challenging about an Entry-Level Assessment?

  32. Preparing for Instruction • Entry-Level Assessment Resource (C-3, Part 1) • FIRST: Sort student work into 2 levels of performance – • THEN: Divide the 2 levels of performance into 4 levels of performance

  33. Preparing for Instruction • Refer to the User’s Guide page 51 to locate the Entry-Level Assessment Reflection C-3, Part 2 • Note: This becomes the documentation of the next steps that need to be taken, as a result of the entry-level assessment

  34. Preparing for Instruction SEQUENCE: 1.Essential Components for Instruction (C-2) 2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2) 3. Selecting 3 Focus Students (C-4) 4. Lesson Series (Lesson Plan C-5) You are here!

  35. Preparing for Instruction • Refer to the User’s Guide pg. 52 to locate the Focus Student Selection (C-4) • Note: • Select 1 English Learner • Select 1 Special Population student (IEP, RSP, 504, GATE, . . .) • Select 1 Focus Student of Choice (Should complete the range of abilities in the classroom not represented by EL or Special Populations)

  36. Preparing for Instruction • Teams complete Focus Student Selection Information (C-4) • “How does selecting focus students help PT(s) to shift from a focus on teaching to a focus on learning?”

  37. Preparing for Instruction • Refer to the Lesson Plan Template (C-5) in your User’s Guide pg 53 • The Lesson Plan Template (C-5) includes these essential components: • Introduction • Direct Instruction • Modeled Instruction • Guided Practice / Checking For Understanding • Independent Practice • Note: PTs may choose to use C-5 or another lesson plan template.

  38. Work Time! SEQUENCE 1. Essential Components for Instruction (C-2) (Discuss and draft yours!) 2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2) (Determine yours!) 3. Selecting 3 Focus Students (C-4) (Chat and complete yours!) 4. Lesson Series (Lesson Plan C-5) (Chat about timeline and # in series?)

  39. Observation Step One: Determining the Focus of the Inquiry Step Two:Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation & Student Analysis Step Five: Summative Assessment Step Six: Reflection & Application You are here!

  40. Connecting Big Picture to Forms Step Four: Observation • Pre-Conference (Review C-2 thru C-5) • Observation (C-6) • Post-Observation (Individual Induction Plan, C-1, Action Plan, cell 8) • Analysis of Student Work (C-7) 48

  41. Observation • Read and highlight the key points in the Step 4 Observation directions. • Review Observation Tools (UG 54-55 and 77-79) • Share out key points, questions, or concerns, to your table group.

  42. Analysis of Student Work • Following the observation, PTs with SPs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work) • PTs (with SPs) analyze results, and describe achievements in relation to standards and learning goals, using C-7 Analysis of Student Work for the: • Class • English Learner (Focus Student 1) • Special Populations (Focus Student 2) • Choice (Focus Student 3) 70

  43. Summative Assessment Step One: Determining the Focus of the Inquiry Step Two: Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation and Student Analysis Step Five: Summative Assessment Step Six: Reflection and Application You are here!

  44. Connecting Big Picture to Forms Step Five: Summative Assessment (C-8 Part 1) Summative Assessment Reflection (C-8 Part 2) 52

  45. Summative Assessment • At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals. 53

  46. Summative Assessment Feedback • Timely– students should receive timely feedback on all assessments to impact future learning • Specific– student assessment criteria should be used to identify strengths and weaknesses • Corrective– students should know how to correct what is incorrect • Students should be encouraged to self-assess and monitor their own progress

  47. Reflection and Application Step One: Determining the Focus of the Inquiry Step Two: Developing the Action Plan Step Three: Preparing for Instruction Step Four: Observation and Student Analysis Step Five: Summative Assessment Step Six: Reflection and Application You are here!

  48. Reflection and Application • Read and highlight the key points in the Reflection directions. • Talk to your SP/PT about the purpose of the Reflection Activity, parts 1-4. • Share out key points, questions, or concerns, to your table group.

  49. Walk-Through Sequence for Step 6 I. End of Inquiry Self-Assessment Review all evidence collected during the Inquiry Use the Continuum of Teaching Practice to mark placement on E-2 document Mark E-2 for all CSTP elements for which there is evidence Update E-3-6 Induction Standards II. Reflection IIP(C-1) Cell 9 List specific evidence that impacted instruction/classroom practice and student achievement, on Individual Induction Plan (C-1), Cell 9 III. Application IIP (C-1), Cell 10 Describe how new learning is applied to future practice, on Individual Induction Plan (C-1), Cell 10 57

  50. Reflection and Application Review Cells 9 and 10 on IIP (C-1) Discuss: How are Cells 9 and 10 connected to Cells 1-8? (And to Module E?) What types of evidence will you use to document outcomes in Cell 9? Discuss the application to future practice that will be identified in Cell 10. What challenges do you anticipate as you complete Cells 9 and 10? 92

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