Welcome! Signature Strategies: Think-Pair-Share Collins Academy High School, August 31, 2009

Agenda Welcome Activator Input What is think-pair-share? Guided Practice Classroom connection Independent Practice Application Danielson connection Closure Real change for the children of Chicago Copyright 2009 AUSL and Life Long Learning & Associates

AUSL’s Goal To continue to build our network capacity to drive dramatic gains in student achievement. Real change for the children of Chicago By June 2010 Dramatic Student Achievement Gains AUSL Workshop Classroom Practice Coaching & Support Classroom Practice Copyright 2009 AUSL and Life Long Learning & Associates

PASSAGE slide: Focus on the E • Focused professional development that ensures teacher effectiveness • Deliberate use of Danielson framework and signature strategies E

Real change for the children of Chicago Outcomes for Today’s Session • Define critical attributes of Think Pair Share • Identify best practice classroom application of Think Pair Share using coaching rubric and/or facilitator guide • Prioritize where the strategy could be used in a lesson plan you will use next week • List three connections to the Danielson framework Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Activator Wouldn’t it be nice if every classroom looked like this whenever the teacher asks a question? 7 Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Activator • What are some factors that keep students from participating actively in classroom discussions? • Find your SHAPE partner and share your thoughts. • In 2 minutes, we will share out. Copyright 2009 AUSL and Life Long Learning & Associates

Input: Overview Real change for the children of Chicago Think Pair Share (TPS) is a questioning strategy that can increase student engagement, participation and accountability through increased think time and collaboration. 9 Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Think-Pair-Share: Rationale • Provides adequate think time • Provides opportunities for students to rehearse and gain confidence in their answers • Encourages peer collaboration and student participation • Increases accountability for ALL students • Checks for student understanding Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago THINK-Pair-Share • Clear, appropriate questions should be planned for/ pre-selected • Strategy may also be used informally/ spontaneously to increase engagement or check for understanding • 1-2 minutes of silent think time allows all students time to process ideas and formulate responses • Students may be asked to write before sharing (optional) Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago THINK-Pair-Share Activity • Reflect silently on the following question and write down your thoughts. • What procedures and expectations will you need to establish with students before beginning the PAIR component of TPS? • Please take 2 minutes to complete this task. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Think-PAIR-Share • Pairings should be strategic and flexible. • Teacher must establish clear procedures and expectations: • Physical movement before, during and after pair time • Voice volume levels • How to take turns • Active listening Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Think-PAIR-Share Activity • Turn to your COLOR partner and refer to the procedures you wrote down in response to the “think” question. • As a PAIR, discuss your ideas and priorities for establishing the procedures you need for students to work effectively in pairs. • Listen actively to your partner and take notes if desired. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Think-Pair-SHARE Activity • Always utilize “Cold Call” before allowing volunteers/raised hands to share. • Students may be asked to share out their own or their partner’s answer. • Ideas from SHARE component may be charted or captured in a graphic organizer for reference later in the lesson (optional) Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Guided Practice:Independent Reading • Take 5 minutes to silently skim through the AUSL Facilitator’s Guide and Coaching Rubric for TPS. • Identify three Very Important Points (VIP) in both the Guide and the Rubric. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Guided Practice:Classroom Video Analysis • Video example • As we watch the video, reference your rubric. Highlight where you think this teacher’s implementation of the strategy falls within each row/element of the rubric. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Discussing classroom connections • With your SOLID OR OUTLINE partner, discuss your observations of how this implementation of TPS compared to the Rubric. • Please take 3 minutes to compare notes and attempt to arrive at consensus. • Be prepared to share out. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Independent Practice: Classroom Application • Think of a lesson you intend to teach next week that might be enriched by utilizing TPS. • Share your implementation idea with your OPPOSITE SOLIDS AND OPPOSITE OUTLINES partner. • Revise your plan according to feedback received. • Be prepared to share out. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Discussion • For 3-5 minutes, have a discussion with your table group about the connection between Think-Pair-Share and the Danielson Framework. • Be prepared to share out. Copyright 2009 AUSL and Life Long Learning & Associates

Real change for the children of Chicago Closure • Revisit our outcomes • Define critical attributes of the strategy • Identify best practice classroom application of the strategy using coaching rubric and/or facilitator guide • Prioritize where the strategy could be used in a lesson plan you will use next week • List three connections to the Danielson framework • Please complete exit survey • Thank you! Copyright 2009 AUSL and Life Long Learning & Associates

Welcome! Signature Strategies: Think-Pair-Share Collins Academy High School, August 31, 2009