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Bridging the Teaching Gap: Creating Skilled Practitioners

Bridging the Teaching Gap: Creating Skilled Practitioners. Nancy Frey & Sandi Everlove SDSU TeachFirst. Describe how you learned to do one of the following: Drive a car Send a text message Bake cookies. What conditions ensured your eventual success?. Three ideas. Increase

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Bridging the Teaching Gap: Creating Skilled Practitioners

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  1. Bridging the Teaching Gap: Creating Skilled Practitioners Nancy Frey & Sandi Everlove SDSU TeachFirst

  2. Describe how you learned to do one of the following: Drive a car Send a text message Bake cookies

  3. What conditions ensured your eventual success?

  4. Three ideas

  5. Increase instructional consistency.

  6. Teach for interaction with you and the content.

  7. Teach for metacognition.

  8. The First Idea: Increase instructional consistency.

  9. District Demographics • 27,000 students in 44 schools • 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American • 72% English learners • 1999, 37% of students were proficient in reading • One school > 800 Academic Performance Index

  10. Outcomes • District API > 800 (811 in 2008) • 32 schools with API > 800 (of 44) • Only three schools remain in PI, two are in safe harbor • 73% of the schools made growth targets for English learners (up from 21% in 2004) • 53% of the students reached proficiency

  11. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  12. The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  13. DIY School TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  14. The “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  15. Time for a Story

  16. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  17. [Sandi: This will be an 8-minute video clip Of a 2nd grade geometry lesson in CV. It shows Components of GRR and ELL strategies]

  18. The Second Idea: Teach for interaction with you and the content.

  19. Modeling Your Thinking

  20. [Sandi: This would be the section to profile TeachFirst’s Work in Chula Vista with ILTs]

  21. The Third Idea: Teach for metacognition.

  22. Quality Indicators Drive Instructional Rounds, Coaching, and Walkthroughs

  23. From PD to Practice • What are the patterns of strength you are seeing? • Are there practices that need to be further clarified? • How can examples of classroom practice be integrated into professional development? • Is the faculty ready for new information?

  24. We are all immune to feedback unless we have an agreement on quality!

  25. Quality Indicator #1 Complexity of Task:The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

  26. Quality Indicator #2 Joint attention to tasks or materialsStudents are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

  27. He’s engaged…

  28. … they’re interacting.

  29. Quality Indicator #3 Argumentation not arguing:Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

  30. Quality Indicator #5 Grouping:Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneousgrouping).

  31. Quality Indicator #6 Teacher role:What is the teacher doing while productive group work is occurring?

  32. Consistency Interaction Metacognition

  33. Sandi Everlove TeachFirst www.teachfirst.com Nancy Frey San Diego State University www.fisherandfrey.com

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