Conscientious Objective Statements and Collaborative Teaching Methods

1. Conscientious Objective Statements and Collaborative Teaching Methods MSLU Teaching Trends Seminar Katie Subra, English Language Fellow Kieran Ficken, English Teaching Assistant 14 May 2014

2. I. Theoretical framework for co-teaching and creating conscientious objective statements II. Techniques for professional peer critiques III. Co-teaching: Best Practices A. Department Collaboration – setting trends B. Cross-departmental Collaboration – adaptation C. Supplemental Virtual Classrooms – MOOCs -Purpose, Adaptations, and Practice IV. Questions

3. How are Conscientious Objective Statements related to collaborative teaching? They are… • Active goals for your students: SWBAT Theory • Co-constructed benchmarks for teachers & students • Opportunities to pause & reflect on why you do the things you do in the classroom • A two-way street – We should set expectations for ourselves and our students. Our students should do the same for us.

4. Linguistic Scaffolds for Writing Effective Language Objectives From Kate Kinsella, Ed.D (2011) handout: • Stems from the linguistic demands of a standards-based lesson task • Focuses on high-leverage language that will serve students in other contexts • Uses active verbs to name function/purposes for using language in a specific student task • Specifies target language necessary to complete the task • Emphasizes development of expressive language skills, speaking and writing, without neglecting listening and reading

5. Sample Language Objectives & Frames Cont'd From Kate Kinsella, Ed.D (2011) handout: • Students will articulate main ideas and details using target vocabulary: topic, main idea, detail. • Students will describe a character's emotions using precise adjectives. • Students will revise a paragraph using correct present tense and conditional verbs. Language Frames: • Students will (function: active verb phrase) using (language target . OR • Students will use (language target) to (function: active verb phrase).

6. Co-constructing Objectives Creates Buy-In (Intrinsic Motivation) • What do you want to teach your students? • How can you teach it given your skills & setting? • What do your students need to learn in order to apply their lessons to authentic tasks? • How much time do you have to accomplish these goals?

7. Teaching Objectives - Methods - Collaboration Hoffmann Conseho courses ( Professional Management) provide the following techniques using Andragogy for adult learning: Idea – Internalize a concept.
Simulate – Immediately apply it. 
Reflect– How did this help me?
Discuss – Why did it help? See more at: http://www.conseho.com/andragogy/#sthash.3JqsLNbP.dpuf

8. Collaborative Teaching Methods • Share Lesson Plans and Teaching Journals • Try Peer Mentoring or Coaching • Form a Teacher Support Group/Join a network • Participate in Workshops or Conferences (Virtual & Face-to-Face) • Complete Peer Critiques • Co-plan lessons and curriculum • Peer insight • Scaffolding across classrooms and departments • Co-Teach (with or without a lead teacher role)

9. Professional Peer Critique Process • After reflecting on your own practices, write down a few questions you have about your own classroom manner and techniques. Ex: Does the teacher engage with all students? How? • Give these questions to your peer and have them sit in on one of your class periods to observe you while taking notes. • Meet with your peer to discuss their insights. Be open to constructive criticism. • Return the favor. • Survey your students for further reflection.

10. Reading Course Feedback Sample Instructions: Please finish each sentence below. Explain your sentences and be honest. You will not be graded on your answers and you do not need to write your name.Iwill be using your responses to evaluatemyteaching. 1) What I like about Katie’s teaching is… 2) What I don’t like about Katie’s teaching is…  3) The feedback that Katie gives me on my writing is… 4) I wish that Katie would… more often.  5) I wish that Katie would… less often. 6) As a result of this course, my reading vocabulary has improved: Not at all Very Little Somewhat A lot 7) As a result of this course, my reading speed has improved: Not at all Very Little Somewhat A lot (…)

11. Co-Teaching • Take the opportunity to become a mentor • Ask for mentorship and collaboration (even if you are an experienced teacher) • Co-publish & co-present • Participate in online teaching communities Ex. American English Series:Shaping the Way We Teach ; University of Oregon • Use MOOCs to supplement class materials (self-study, extra credit, integrating into your course, add-on to the course)

12. Why use MOOCs as a Classroom Platform?

13. Sharing the Work • Planning the lessons • Following online discussions • Responding to student posts • Giving individualized feedback • Preparing face-to-face facilitated workshops • Facilitated by professional peer collaboration (co-teaching) • Fostering peer collaboration (peer review)

14. Example Lesson – Applying Course Materials • Thesis Statement Lesson Plan: • Online instruction from the MOOC – theory • Online assessment – selecting thesis statements • Facilitated workshop Objective: Students will be able to select strong thesis statements and practice writing them for sample writing selections as well as their own projects (essays) • How would you adapt this lesson? • Sharing the work

15. Mentorship and Feedback • What objective is being obtained through Mentorship and other collaborative efforts? • What does peer feedback do? What does it look like?

16. Resources Andragogy by Malcolm Knowles http://www.qotfc.edu.au/resource/?page=65375 Courserahttps://www.coursera.org/about/ EdXhttp://www.edx.org Kinsella, K. & Singer T.W. (2011). "Linguistic Scaffolds for Writing Effective Language Objectives." http://www.scoe.org/files/kinsella-handouts.pdf Murray, A. (2010). "Empowering Teachers through Professional Development." Forum1. Email: subr0054@umn.edu kieran.ficken@gmail.com Website: elfbelarus.wordpress.com