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EXEC 1 : Facilitating Student Practice

EXEC 1 : Facilitating Student Practice. You can sit wherever you like  Take a second to fill out a shout out and/or drop a question. See Chloe if you would like to volunteer during this session. Tomorrow’s raffle: stop watch!. Do Now : A Practice Story. Bottom Line from PLAN 4

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EXEC 1 : Facilitating Student Practice

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  1. EXEC 1: Facilitating Student Practice You can sit wherever you like  Take a second to fill out a shout out and/or drop a question. See Chloe if you would like to volunteer during this session. Tomorrow’s raffle: stop watch!

  2. Do Now: A Practice Story Bottom Line from PLAN 4 It takes practice beyond perfection to move a skill or knowledge from working memory to long-term memory. Handout 1: p. 443- Nolan and the Thick-and-Thin Questions • At the end of this practice: • What will Ms. Reynolds know for sure about Nolan’s learning? • What will Ms. Reynolds not know about Nolan’s learning? • What are the likely implications of this poor practice for Nolan? Time spent practicing is only valuable if students are practicing the right things in the right way.

  3. Session Introduction: Objectives & Agenda Objective: TEACHERS will EXECUTE purposefully planned practice in a way that will lead all students to mastery and retention of the objective. • More specifically, this means that corps members will facilitate practice that: • Is clearly connected to the objective, the key points, and the Introduction to New Material • Includes clear and age-appropriate instructions • Features teachers actively engaging with students to further comprehension of key points

  4. Session Introduction: Objectives & Agenda • Purposefully planned practice is (from PLAN 4): • Backwards planned, keeping the end (lesson assessment) in mind. • Divided into two scaffolded phases which gradually give students more and more responsibility. • Provides sufficient time and multiple opportunities for students to “test out” new key points and to “call up” and use prior knowledge and skills. • Lays out explicit behavioral and procedural expectations. • Moves students from lower to higher levels of Bloom’s as they practice both knowledge and skills. How can we PLAN strong practice? How can we EXECUTE this practice effectively? How can we PLAN to ensure effective execution?

  5. Session Agenda

  6. The Big Picture: 3 Effective Teacher Actions During Practice Handout 2: p. 444- Executing Effective Practice – The Big Picture • CONNECT • DIRECT • COACH & CORRECT

  7. Action #1: CONNECT • Handout 2: p. 444- Executing Effective Practice – The Big Picture • Make explicit connectionsbetween the practice and: • the objective • the key points • what was done in earlier sections of the lesson • SO THAT: students are focused on practicing the right things in the right ways Looks like: “Who can remind me why we’re working on this right now?

  8. Action #2: DIRECT • Handout 2: p. 444- Executing Effective Practice – The Big Picture Give clear instructionsin an age-appropriate way SO THAT: students know exactly what to do and how to do it Looks like: When you start reading, circle the words that you don’t know…

  9. Action #3: COACH & CORRECT • Handout 2: p. 444- Executing Effective Practice – The Big Picture • Monitor, guide, check for understanding, provide feedback, stop and re-teach: • “We do” (Guided Practice)  actively with all students • “You do” (Independent Practice)  focusing on just a few students who are still significantly struggling with the content • SO THAT: students are both on-task AND engaged in the practice in a way that will lead to mastery Looks like: Let’s check to see if you added the ones place correctly.

  10. The Big Picture in Action: Exemplar Video – Focus Questions • Handout 2: p. 444- Executing Effective Practice – The Big Picture Ms. Freeman, 7th-grade Science

  11. The Big Picture in Action: Exemplar Video – CONNECT Debrief Specific CONNECT Actions At the Start of Practice • Asks student to read purpose of lab aloud – students copy this into notebooks • Shares story about soldier with hole in his side to further establish purpose of lab At the End of Practice • Asks: “Why did we just do this?” • Asks student to run through a summary of the entire digestive process What is the impact of this CONNECTING on students?

  12. The Big Picture in Action: Exemplar Video – DIRECT Debrief Specific DIRECT Actions Explicit Logistical Directions • Clear instructions for how students should prepare for lab – apron and goggles, writing down background information in lab notebook Step-by-Step Activity Directions • Goes through lab step-by-step with clear instructions about what to do and what not-to-do • Gives instructions in manageable chunks on an “as-needed” basis What is the impact of this DIRECTING on students?

  13. The Big Picture in Action: Exemplar Video – COACH & CORRECT Debrief Specific COACH & CORRECT Actions Constant Narrating/Questioning • Narrates and asks questions about critical content related to actions in lab • Expects students to recall/connect information from the Introduction to New Material (ex. – “And the large intestine…” – students fill in what it does) As-Needed Correcting • Doesn’t let Arquez off-the-hook with an incomplete answer – instead pushes him to specifically name where gastric juice comes from • Corrects response to ensure students know gastric juice comes from gall bladder What is the impact of this COACHING & CORRECTING on students?

  14. The Big Picture in Action: Purpose of the 3 Teacher Actions When teachers CONNECT, DIRECT, and COACH & CORRECT, their students: • Have a deeper understanding of the content • Are engaged by and invested in the practice • Live up to high behavioral expectations during the practice

  15. Session Agenda

  16. Action #1: CONNECT – General Overview • Handout 3: p. 445- Connect • Make explicit connectionsbetween: • the practice and the objective • the practice and the key points • the practice and what was done in earlier sections of the lesson • SO THAT: students are focused on practicing the right things

  17. Action #1: CONNECT – Specific Strategies • Make connections at strategic points during the practice: • Beginning: “This activity will help us…” • Middle: “Next we’re going to _____ because _____...” • End: “Why did we do this?” • Ensure students understand how practice “mirrors” what happened in introduction to content: • “You just saw/helped me _____. Now you’re going to do the exact same thing by _____.” • Provide physical reminders of key points and objectives: • Make sure critical materials from introduction to content are easily accessible during practice

  18. Action #1: CONNECT – Video Exemplar • Handout 3: p. 445- Connect • Ms. Johnson – 2nd-grade Writing

  19. Action #1: CONNECT – Video Debrief • Handout 3: p. 445- Connect • Ms. Johnson – 2nd-grade Writing • Reminds students to focus on the key points as they start their practice • Sets up flow of entire lesson so that in their independent writing practice students are simply going to be mirroring what they just helped Ms. Johnson do with her own story in the shared writing section of the lesson • Hands students envelopes with their pre-writing – a physical link between the pre-writing and the drafting, and also to the key points of the lesson WHY?

  20. Action #1: CONNECT – Snappy Practice • Ms. Gross – 8th-grade English & Language Arts (ELA) • Lesson Objective • SWBAT identify key elements of characterization in Virginia Woolf’s “Make Lemonade.” • Relevant Key Point • Elements of characterization include: • Physical descriptions • Emotions • Personality traits (which are displayed through speech and actions) • What Ms. Gross Did Well • Noticed when her students were falling into common pitfall • Referenced students back to: • Key point about emotions and characterization • What they had done in the “I do” section of the lesson

  21. Action #1: CONNECT – Snappy Practice • Question #1 describe Jolly as she enters the house. • Are you only describing her physical attributes? Why not? • In the book they talk about her emotions as well. And would I have taken 20 minutes in the beginning of class to discuss characterization, emotions, physical, if I wasn’t asking you some more. • Ok so make sure you’re keeping that in mind, because some of you have glossed over that.

  22. CONNECT in your lesson- 3 minutes Script out 2-3 connector sentences to use during your student practice in your next lesson plan (use memory if no plan).

  23. Action #1: CONNECT –Walk us through this slide • Make explicit connectionsbetween: • the practice and the objective • the practice and the key points • the practice and what was done in earlier sections of the lesson • SO THAT: students are focused on practicing the right things • Make connections: • At strategic points during the practice: • By pointing out how practice “mirrors” what happened in introduction to content: • By providing physical reminders of key points and objectives

  24. Session Agenda

  25. Action #2: DIRECT – General Overview • Handout 4: p. 446- Direct Give clear instructionsin an age-appropriate way SO THAT: students know exactly what to do and how to do it

  26. Action #2: DIRECT – Specific Strategies • Ensure that you have student attention • Indicate where they should be look / what they should do • Give clear verbal cues for when students should begin • Be thorough yet concise • Outline step-by-step directions that address verbal behavior, movement, participation • Focus on places of potential confusion • Check for understanding • Repeat directions back to you • Model directions • Connect back to the objective, the key points, and/or what students just did in the introduction to content

  27. Action #2: DIRECT – Video Exemplar • Handout 4: p. 446- Direct • Ms. Johnson (a different one!) – 5th-grade Reading

  28. Action #2: DIRECT – Video Debrief • Handout 4: p. 446- Direct • Ms. Johnson – 5th-grade Reading • Build off of already-established classroom routines (i.e., partner reading) • Connects to key points (i.e., recitation of key points) • Checks for understanding (i.e., students state procedure) • Focuses on places of potential confusion (i.e., rock-paper-scissors) • Gives step-by-step directions (i.e., summary at end) WHY?

  29. Action #2: DIRECT – Snappy Practice (4 min. to script) Script out clear directions for one part of your practice and 3 statements you would make to behavior narrate those directions. Also script a corrective action you may need to take during your lesson.

  30. Action #2: DIRECT – Walk us through this slide • Give clear instructionsin an age-appropriate way • SO THAT: • students know exactly what to do and how to do it • Give directions by: • Demanding the attention of all students • Being thorough yet concise • Checking for understanding • Connecting • Doing this ensures students are: • Set-up for success • Focused on the right things • Likely to live up to high behavioral expectations

  31. Session Agenda

  32. Action #3: COACH & CORRECT – General Overview • Coachingallows the teacher to gradually release responsibility to students • Correcting ensures that students are thinking about and doing the right things • SO THAT: • students are both on-task AND engaged in the practice in a way that will lead to mastery • Monitor, guide, check for understanding, provide feedback, stop and re-teach: • “We do” (Guided Practice)  actively with all students • “You do” (Independent Practice)  focusing on just a few students who are still significantly struggling with the content

  33. Action #3: COACH & CORRECT – Specific Strategies • Monitor student understanding • Ask questions: “How did you get to that answer?” ; “What makes you say that?” • Make students show their work • Lean over / sit down and really engage with what students are doing • Provide feedback on student work • Clearly indicate to students whether they are right/wrong • Stop and re-teach • “Let’s step back for a moment…” • “Let me explain this in a different way…” • “I’m going to walk you though another example… and then I want you to try it again.”

  34. Action #3: COACH & CORRECT – Video Exemplar • Handout 5: p.447- COACH & CORRECT • Mrs. Killian – H.S. Government

  35. Action #3: COACH & CORRECT – Video Debrief • Handout 5: p. 447- COACH & CORRECT • Mrs. Killian – H.S. Government • Gets physically close to students • Asks questions targeted toward the most difficult key points • Listens to student responses and asks relevant follow-up questions • Gives students time to think and respond on their own • Provides a concrete example to clarify the content • Affirms students when they’re on the right track • Leaves students with a follow-up task What is the impact of these actions?

  36. COACH & CORRECT in your lesson- 3 minutes Anticipate 2-3 misconceptions your students might have and brainstorm some ways to coach them through that misconception.

  37. Action #3: COACH & CORRECT – Walk us through this slide • Effective teachers coach and correct during practice by: • Monitoring student understanding by asking questions and carefully listening to student responses and observing student work • Providing feedback by clearly letting students know whether or not they are on the right track • Stopping and re-teaching when it is evident that students are not thinking about or doing the right things during practice • This action happens: • Both during the “We do” and during the “I do” • With the whole-class, with groups of students, and/or with individual students SO THAT students are both on task and engaged in the practice in a way that will lead to mastery

  38. Session Agenda

  39. Closing: CM Self-Assessment Handout 6: p. 448 CM Output- Drop off in my box How did I do with each of these skills? • What are my next steps? • CONNECT & DIRECT: Rehearse, rehearse, rehearse! • COACH & CORRECT: Review LP to – • anticipate potential misunderstandings • insert additional examples and alternative explanations • All 3 ACTIONS: • Videotape your teaching • View exemplar videos on TFANet • Access exemplar plans How about watching The Karate Kid instead?

  40. Mr. Miagi How does (or doesn’t) Mr. Miagi connect, direct, coach and correct?

  41. Closing: Looking Forward / Looking Backward • Looking Forward • PLAN 6 & EXEC 2: Planning and executing strong introductions to content • PLAN 7 & EXEC 3: Planning and executing strong checks for understanding • Looking Backward • If Ms. Reynolds had more effectively CONNECTED during her practice, Nolan would have… • If Ms. Reynolds had more effectively DIRECTED during her practice, Nolan would have… • If Ms. Reynolds had more effectively COACHED & CORRECTED during her practice, Nolan would have…

  42. Closing: The Bottom Line To ensure that students are practicing the right things in the right way, we must CONNECT, DIRECT, and COACH & CORRECT.

  43. NEED MORE…. Chloe Office Hours: 7-8 p.m. Union coffee spot  CS blog: https://chloecscorner.wordpress.com/

  44. BMC look out 1- Clear directions (why) 2- behavior narrate positive 3- take corrective action

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