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Distributed Professional Learning Opportunity

Distributed Professional Learning Opportunity. Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support implementation. Session Two. Mapping Backwards. WELCOME. “Okay, we’ve done the team-building, brainstorming and buy-in. Does anybody remember why?” . This Session.

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Distributed Professional Learning Opportunity

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  1. Distributed Professional Learning Opportunity Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support implementation

  2. Session Two Mapping Backwards WELCOME

  3. “Okay, we’ve done the team-building, brainstorming and buy-in. Does anybody remember why?”

  4. This Session New ways to think about both task and relational outcomes for group work. Templates for clarifying outcomes and then designing process to accomplish them will be provided.

  5. The Group Leader’s Design Mind p.20

  6. The Purpose Task The purpose is. . . To revise the middle school math curriculum.

  7. The Purpose Task The purpose is. . . To revise the middle school math curriculum. To establish aligned concepts and sequenced skills that ensure math success for all middle school learners.

  8. The Purpose p. 21 Create a purpose statement for each example. Word Bank ensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

  9. The Purpose p. 21 TASK Create a purpose statement for each example. To prepare a bullying prevention plan Word Bank ensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

  10. The Purpose p. 21 TASK Create a purpose statement for each example. To prepare a bullying prevention plan To develop school wide common assessments Word Bank ensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

  11. Application Craft a purpose statement for you’re an upcoming task you anticipate working on with a group or team.

  12. The Group Leader’s Design Mind p.20

  13. Task Outcomes p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results

  14. Partners Clarify your understanding of task outcomes •result • action • knowledge Share your examples of result outcomes •product •performance •decision

  15. Task Outcomes p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results

  16. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results Context: A new math curriculum has been developed. You are a resource teacher charged with its successful implementation in your schools.

  17. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results To promote equity and opportunity for success in a diverse population of math learners. Purpose: Task Outcomes:

  18. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results To promote equity and opportunity for success in a diverse population of math learners. Purpose: Task Outcomes:

  19. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results Context: You are a principal leading cross department teams to decide which graphic organizers will be taught at which grade levels.

  20. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results To maximize collaborative engagement to align instructional strategies for greater student achievement. Purpose: Task Outcomes: Session One:

  21. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results To maximize collaborative engagement to align instructional strategies for greater student achievement. Purpose: Task Outcomes: Session Two:

  22. p. 24 Task Outcomes Require clarity of RESULTS for Products Performances/skill sets Decisions Which require these ACTIONS Implement Transfer Desist Which require appropriate levels of KNOWLEDGE Declarative Procedural Conditional To achieve results Context: You are working with a PLC to create classroom-based formative assessments. Exercise: Craft your purpose statement. Develop your first session outcomes.

  23. Verbal Rehearsal What are some ways you would describe the relationship between Purpose and Outcomes? Construct a verbal rehearsal with your partner. The Group Leader’s Design Mind

  24. The Group Leader’s Design Mind p.20

  25. Relational Outcomes p. 27 Relational Knowledge Outcomes Skill Outcomes Disposition Outcomes

  26. Relational Outcomes p. 27 Relational Knowledge Outcomes Effective Groups Self Others Skill Outcomes Listening for understanding Verbal & nonverbal tools Assessment and feedback Investing in mutual prof. learning Valuing cognitive conflict Disposition Outcomes Taking responsibility

  27. Relational Outcomes Relational Knowledge Outcomes Effective Groups Self Others Skill Outcomes Listening for understanding Verbal & nonverbal tools Assessment and feedback Investing in mutual prof. learning Valuing cognitive conflict Disposition Outcomes Taking responsibility What are some relational skills that you want to develop in your groups?

  28. Reflection What are some things that are becoming clearer to you about - - - The Group Leader’s Design Mind Be specific

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