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New Teacher Workshop

New Teacher Workshop. PLE October 2010. A Noticings Lesson. What did you notice?. Gradual Release of Responsibility Instructional Framework. I do it!. Focus Lesson. What is a focus lesson ?. Clear Purpose

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New Teacher Workshop

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  1. New Teacher Workshop PLE October 2010

  2. A NoticingsLesson

  3. Whatdidyou notice?

  4. Gradual Release of Responsibility Instructional Framework

  5. I do it! Focus Lesson

  6. What is a focus lesson? • Clear Purpose • Establishing purpose, setting learning objectives & providing feedback, is one of the most critical instructional strategies. • Simply posting standards on the wall is not establishing a purpose. • Students need to be involved with the process. • Students need to be provided with clear explanations of the purpose and the activities that are linked with the purpose. (Fisher & Frey, p. 21)

  7. Teacher Modeling When learners have a skill or strategy modeled, and not just merely told, they gain deeper understanding for when to apply it, what to watch out for, and how to analyze their success. (Fisher & Frey, p. 24)

  8. Think Alouds • When teachers combine the cognition and the metacognition, they share with students how to use both to understand the strategy/content/skill. • This process showcases sophisticated levels of knowing because the process gives learners a window in the mind of an expert. (Fisher & Frey, p. 23)

  9. What do I think about when planning a focus lesson? • Have I established a clear purpose for the lesson, including why this is important for students to learn? • How will I model this skill/strategy for my students? • How will I use a think aloud to make my thinking visible to my students? (metacognition)

  10. What do I do when I model a strategy or skill? • Iam explicit in my modeling • Iname the strategy, skill, or task • Istate the purpose of the strategy, skill or task • Iexplain when the strategy or skill is used • Imake connections to link prior knowledge to new learning • I demonstrate how the skill, strategy, or task is completed, alerting learners about errors to avoid • I access the new skill Fisher & Frey, p. 23-34

  11. What do I need to include in a think aloud ? • I keep the focus tight and brief • Ipay attention to my own thinking processes as I design my think aloud • I use myauthentic voice (I statements) • I think like an expert • I name the cognitive and metacognitive processes that I am using

  12. We do it ! Guided Instruction

  13. What is guided instruction? • Cognitive load begins to shift to the student The teacher role begins to shift from modeling to or for learners, then works with them as a guide, and eventually is by their side as they become more independent. • Teacher Modeling • Whole group & small group instruction occurs • Strategic use of cues, prompts, scaffolding, and questioning • Formative assessment guides grouping

  14. You do it together Collaborative Learning

  15. What is collaborative learning? • Students working together to complete specific tasks applying what they have learned in the focus lesson and guided instruction • Students grouped based upon performance • Individual accountability for each student in the group • Purposeful student talk about the work • Assessment

  16. Why should I use collaborative learning? • Regardless of subject matter or content area, students learn more, and retain information longer, when they work in small groups. (Beckman, 1990; Slavin, 1980, 1983) • Students who work in collaborative groups also appear more satisfied with their classes, complete more assignments, and generally like school better. (Johnson & Johnson, 1999; Summers, 2006)

  17. You do it alone! Independent Learning

  18. What isindependent learning? • Independent learning is a time when students fully assume the cognitive load of learning by applying what they have learned to novel tasks. • Independent learning tasks need to provide students with opportunities to apply what they have learned from focus lessons, guided instruction, and collaborative learning. • Independent learning tasks need to be meaningful, relevant and authentic.

  19. Summing it Up

  20. Gradual Release of Responsiblity

  21. Peer Observations Look For: • Elements of GRR • Focus • Guided • Collaborative • Independent • Active Engagement • Classroom Management Techniques

  22. Peer Observations Debriefing

  23. Student Engagement Strategies • Turn and talk • Share the pen • Collaborative groups • Manage the time • Hands-on activities

  24. GRR Planning Tool

  25. What’s On Your Mind?

  26. GRR: Read Chapter 1 & 2

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