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Fall Teacher Academies

Explore Ohio ABE/ASE Standards, analyze lesson plans, and bridge gaps in teaching strategies and assessment methods. Interactive afternoon session with activities like lesson plan examination, expert groups, and sharing differentiation ideas.

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Fall Teacher Academies

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  1. Fall Teacher Academies Afternoon Session

  2. Welcome! • Afternoon activities: • Introduction to afternoon outcomes • AM & PM: tying them together • Lesson plan examination & gap analysis • Lesson plan jigsaw • “Expert groups” • “Teacher groups” • Continuing professional development

  3. Afternoon Outcomes • Participants will be able to • Unpack the Ohio ABE/ASE Standards to identify skills, content, context, cognitive demand and sample learning activity(ies) • Identify gaps in existing iCAN and Eureka lessons using the lesson evaluation rubric • Apply information gained to fill existing gaps and retrofit lessons • Use existing resources to begin planning for differentiated instruction

  4. AM & PM: Tying it Together • AM = Unpacking “Lite” • PM = Application • Use information gained in morning session to work through activities designed to facilitate understanding of these elements of retrofitting: • Realignment of standards • Level of cognitive rigor • Strong objective statements • Teaching strategies/learning activities/assessments • Use of resources • Differentiation

  5. Afternoon Activities • Resource review • Lesson plan examination and gap analysis • Lesson plan jigsaw • “Expert groups” • Teacher groups • Share-out ideas for: • Realigned standards • Teaching strategies/learning activities/assessment • Resources • Differentation/multi-level classroom

  6. Afternoon Resources • ABE/ASE Standards • ABE/ASE Crosswalks • Standards Progressions Tables • Depth of Knowledge Guide • TEAL Differentiation Document • Lesson Plans (ELA/Math) • Lesson Plan Rubric • Lesson Plan Template • Top Missed Skills

  7. ABE/ASE Standards • Released in April 2013 by OVAE (now OCTAE) • Sub-set of the Common Core State Standards • Represent necessary college and career-ready skills for adults • Adopted by Ohio in June 2014 • Adapted by PDN for Ohio ABLE Practitioners

  8. ABE/ASE Standards

  9. ABE/ASE Crosswalks • Shows the relationship between 2009 and 2014 standards • Assists teachers with identifying gaps in lessons and curricula

  10. Standards Progressions Tables • Indicate the learning path students should follow according to the new standards • Helps teachers see the “big picture” across EFLs • Assist with planning for differentiation and the multi-level classroom

  11. DOK Guide

  12. DOK Guide • Provides introduction to DOK and cognitive rigor by indicating some key terms and sample question stems • Should be considered when developing/retrofitting lessons/curricula • Outcomes, teaching strategies, learning activities, assessments • Some notes! • DOK is NOT progressive • Students at EFL 1 can do DOK 3 tasks • The same tasks may be DOK 1 to an EFL 3 student • Not the difficulty of the task but the level of the cognitive processes necessary to complete the task • Spell sphygmomanometer • Explain how childhood obesity is related to early-onset diabetes

  13. TEAL Differentiation Document • Lists six dimensions for adapting to learner differences – including how the teacher approaches the: • Content (the what of the lesson) • Process (the how of the lesson) • Expected product (the learner-produced result) • Learner’s interest(s) • Profile (learning strengths, weaknesses, gaps) • Learner readiness • Offers differentiation suggestions • Chunking, inquiry based-learning

  14. Lesson Plans

  15. Lesson Plan Rubric

  16. Lesson Plan Template

  17. Most Missed Items

  18. Gap Analysis • For this activity, you will need: • Buying for Irregularities lesson plan • Lesson plan evaluation rubric X X X X X

  19. Gap Analysis • With their table groups, teachers will identify instructional gaps in the lesson using the lesson plan rubric • Group recorder will take notes • Tables will share out their findings with the larger group

  20. Gap Analysis • Where were the gaps? • What are your suggestions for: • Standards? • Learner outcomes? • Teaching strategies? • Learning activities? • Assessments? • Resources? • Differentiation?

  21. Expert Groups: Jigsaw • For this activity, you will need: • Slave Acts lesson plan • Blank lesson plan template • Evaluation rubric • Your professional expertise!

  22. Expert Groups: Jigsaw • Think about which EFL you work with best • Move to one of the following groups: • EFLs 1-2 • EFLs 3-4 • EFLs 5-6 • Move to the table(s) assigned to that EFL • Select a recorder from the table participants

  23. Expert Groups EFLs 3-4 EFLs 1-2 EFLs 5-6 EFLs 1-2 EFLs 5-6 EFLs 3-4 EFLs 3-4 EFLs 5-6

  24. Expert Groups • Expert groups will work together to identify the instructional gaps present in the lesson plan using the lesson plan rubric • Participants will brainstorm ways to meet the instructional needs of their selected EFL(s) • Each participant will take notes on a lesson plan template to share back with the group • Teacher co-facilitators will circulate the room, offering advice, support, and guidance

  25. Teacher Groups • Groups will restructure themselves – each table should have a representative from groups 1-2, 3-4, 5-6 • For this lesson, you will need: • Notes from “expert group” • Slave Laws lesson plan • Lesson plan template • ABE/ASE Standards Progression Tables

  26. Teacher Groups 5-6 5-6 5-6 3-4 1-2 3-4 1-2 3-4 1-2 5-6 1-2 5-6 1-2 5-6 1-2 3-4 3-4 3-4 5-6 5-6 3-4 3-4 1-2 1-2 5-6 1-2 5-6 1-2 3-4 3-4 5-6 5-6 5-6 3-4 1-2 3-4 3-4 1-2 1-2 5-6 1-2 5-6 1-2 5-6 1-2 3-4 3-4 3-4

  27. Teacher Groups • Participants will share out their notes from the “expert groups” and use provided resources to determine ways to differentiate the lesson • Teacher co-facilitators will offer support and guidance • Group will populate a lesson plan template • Ideas for retrofitting and differentiation will be shared with the larger group

  28. Wrap-Up! • Participants will regroup with their original instructional teams • A recorder from each instructional team will document one “new” best practice from each table participant • Best practices will be shared out with the rest of the group • Post-its will be collected, compiled by the PDN, and shared with the field after the academies

  29. Continuing PD Opportunities! • Hone your skills by participating on one of the ongoing PD opportunities for FY15 • Curriculum Retrofitting Project • Standards Unpacking Cohort • Stay tuned for additional details, dates, and information!

  30. Thank You! • Keep up the great work! • Use the resources available to you • Online Teacher Resource Center Database • FYI Video Series • Supporting documents • Please contact the PDN with: • Questions • Comments • Suggestions • Contributions!

  31. Remember… “The difference between ‘try’ and ‘triumph’ is a little ‘umph’!” Author Unknown Together, we can do it! We are ABLE!

  32. Contact Katherine Bradley Fergus fergus.30@osu.edu Tricia Hughes-Fitzgerald hughes-fitzgerald.1@osu.edu

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