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Office of Talent Development FfT Summer Institute

Utilizing FfT to Enhance Teaching and Learning. Office of Talent Development FfT Summer Institute Presenter: Monica Holmes and Elzora Bellamy Watkins. “Quote of the Day”. Learning how to learn is life’s most important skill. Anonymous. Agenda. Warm up (10 mins ) FfT topic

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Office of Talent Development FfT Summer Institute

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  1. Utilizing FfT to Enhance Teaching and Learning Office of Talent Development FfT Summer Institute Presenter: Monica Holmes and Elzora Bellamy Watkins

  2. “Quote of the Day” Learning how to learn is life’s mostimportant skill. Anonymous

  3. Agenda • Warm up (10 mins) • FfT topic • Introductory Activity (15 mins.) • What are the pieces? • Challenging Components and Elements • Let’s take a Look (15 mins) • All Roads Lead to… (25 mins) • Closure (2 mins)

  4. Outcome Participants will understand how the FfT will be better able to support teachers in enhancing teaching and learning. The Framework for Teaching Charlotte Danielson

  5. Warm Up (10 minutes)

  6. You Talk a Mile a Minute

  7. You Talk a Mile a Minute The subject is FFT • Self Assessment • Research • Student Centered • Cognitive • Constructivist • Reflective • Domains • observation 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 1

  8. You Talk a Mile a Minute The subject is FFT • Self Assessment • Research • Student Centered • Cognitive • Constructivist • Reflective • Domains • observation 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  9. Round 2

  10. You Talk a Mile a Minute The subject is FFT • Culture • Question • Planning and preparation • Rigor • Activity • Discussion • Turn and talk • Professional responsibility 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 1

  11. You Talk a Mile a Minute The subject is FFT • Culture • Question • Planning and preparation • Rigor • Activity • Discussion • Turn and talk • Professional responsibility 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  12. Rate yourself • I’m brand new at the FfT • I’m a little familiar with the FfT • I’ve trained or participated in the Pilot or FIRST The Framework for Teaching Charlotte Danielson

  13. Framework for Teaching Organization Domains (1, 2, 3, and 4) Components (8 Essentials) Elements (26)

  14. Introductory Activity (20 minutes)

  15. The Framework for Teaching Domain 1 Planning and Preparation • Domain2 • The Classroom Environment Domain4 Professional Responsibilities • Domain 3 • Instruction The Framework for Teaching Charlotte Danielson

  16. Jigsaw • You have 15 minutes to place the elements under the appropriate elements, and the components under the appropriate Domains. What are some observations you can tell about the elements?

  17. The 8 Essential Components Off Stage On Stage

  18. Challenging Components and Elements

  19. 1 2 3 4 The Framework for Teaching Charlotte Danielson

  20. Priorities of the FFT Brain Sweat • What are the FFT has two priorities? • Cognitive engagement • “minds-on” • Constructivist learning • “learning is done by the learner” Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.

  21. Domain 3: InstructionComponent 3b: Questioning & Discussion TechniquesElements:Quality of Questions, Discussion Techniques, Student Participation

  22. Take a look at how FfT can enhance T.L.C.

  23. Clip Talk What evidence of Cognitive engagement and constructivist learning do you see or hear?

  24. CLIPS We will be viewing a series of clips of a ninth grade Algebra 1 lesson.

  25. What are the Behaviors needed to enhance teaching and learning? • What would be some student behaviors that depicts cognitive engagement and constructivist learning? • What teacher behaviors should be evident to bring about these student behavior?

  26. All Roads Lead to… Planning

  27. What to consider as you plan… Academic Rigor in a Thinking Curriculum Commitment to a Knowledge Core High Thinking Demand Active Use of Knowledge PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS www.pgcps.org 27

  28. Commitment to a Knowledge Core Includes: An articulated curriculum that avoidsneedless repetitionandprogressivelydeepens concepts Curriculum and instruction that is organized around major concepts Teaching and assessment that focus on the mastery of core concepts PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS www.pgcps.org 28

  29. High Thinking Demand Students are expected to raise questions, to solve problems, and to reason. Challenging assignmentsare included in every subject. Extended projectsare a part of the curriculum. Explanations and justification of ideas and opinions are expected of all students. Reflection on learningstrategies is evident in discussion and student work. PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS www.pgcps.org 29

  30. Active Use of Knowledge Students are expected to: synthesize severalsources of information, test understandingbyapplyinganddiscussing concepts, apply prior knowledge, and interpret texts and construct solutions. PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS www.pgcps.org 30

  31. Pieces of the Lesson: Value, Sequence, & Alignment Clarity Balance Suitability for Diverse Learners 1c: Setting Instructional Outcomes Looking at the lesson plan

  32. Domain 1: Planning and Preparation Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners 32

  33. Domain 1: Planning and Preparation Component 1e: Designing Coherent Instruction Elements: Learning activities, Instructional materials and resources, Instructional groups, Lesson and unit structure 33

  34. 2 Minute Quick Write • How would todays information have implications on your work? 58 57 56 55 54 53 52 51 50 49 48 47 30 46 44 43 42 41 40 39 38 37 36 35 34 33 32 59 31 29 14 01 27 26 25 24 23 22 21 20 19 18 17 16 45 00 13 12 11 10 09 08 07 06 05 04 03 02 28 15 1

  35. 2 Minute Quick Write • How would todays information have implications on your work? 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 29 14 28 01 27 26 25 24 23 22 21 20 19 18 17 16 00 15 13 12 11 10 09 08 07 06 05 04 03 02 30 59

  36. Domain 1: Planning and Preparation Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners 37

  37. Value and Sequence

  38. Value and Sequence

  39. Value, Sequence, & Alignment Aligned to standards Part of a bigger picture, previous lesson, beginning lesson, etc. Represents high expectations & intellectual rigor (higher order thinking) Pieces of the Lesson

  40. Connected to a sequence of learning both in the discipline and in related disciplines. Does this outcome connect to what students are learning in other disciplines? Is this important learning? Does the learning outcome represent high expectation for all students? Is the learning outcome rigorous? If not, how might you rewrite it to be more rigorous? Does the outcome naturally follow what students have previously learned? Value, Sequence and Alignment

  41. Domain 1: Planning and Preparation Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners 42

  42. Clarity

  43. Clarity Objectives use measurable verbs Clearly stated as a learning goal & can be assessed Teacher states outcome as learning not just as an activity Outcomes can be assessed/tested Pieces of the Lesson

  44. Outcome What students are expected to learn Worthwhile and represent learning central to a discipline as well high level learning for the students The result or consequence of an activity in terms of success and failure Activity What students will do A single focus thing that the student does An educational process or procedure intended to stimulate learning through actual experience What’s the difference between Activity and Outcome?

  45. The outcome is not that the student will complete page 38 and answer the questions but what will they learn as a consequence of answering the question on page 38. Outcome

  46. Bringing Clarity, is it an activity or an outcome? Outcome: Today you will use your problem-solving skills to resolve the following dilemma… Activity: Read question #3 on page 47. work with a partner to answer the question. (This outcome is not about the answer to the dilemma, but rather the thinking students engage in to come to a resolution. The outcome allows the teacher to uncover how students are thinking about a situation and provides an opportunity to probe for deeper thinking.) Clarity-Teacher states outcome as learning not just as an activity

  47. Instructional Outcomes do not describe what students will do, but what they will learn.

  48. Domain 1: Planning and Preparation Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners 49

  49. Balance

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