Collaborative Lesson Planning

1. Collaborative Lesson Planning Frank Little Assistant Principal William Pinderhughes Elementary August 20, 2009

2. Objectives Participants will: Review their role in collaborative planning in order to improve achievement for all students Analyze a procedure for facilitating a collaborative lesson planning session for any subject at any grade level Practice planning for a collaborative lesson planning session Begin the process of using school data to follow the steps of collaborative planning with a content or grade-level 2

3. Part 1 Why is collaborative lesson planning critical to improving student achievement? 3

4. Barriers to Collaborative Planning John Goodlad described American schools as “egg crates.” Teacher isolation has been noted since at least 1975 as one of the reasons for lack of improvement in American education. Even in 2007, most teachers are the ones who plan, analyze, and critique their own teaching. 4

5. The Teacher’s Lounge “Collaboration! I’ve been using the same old plans for the last 15 years!” “Collaborative Planning! Here we go with another buzz word!”

6. The Teacher’s Lounge “I just want to close my door and teach! Collaborative Planning!!! When do I have the time?”

7. In Your Groups Discuss the Barriers to Collaborative Planning: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 7

8. Some Barriers to Collaborative Planning: Teachers feel like it is extra work/already know what they are doing Usually a waste of time/no focus Run by a staff member who has no power to enforce plans Administration believes only teachers need to participate Administration cannot know expectations for content 8

9. Standards Based Instruction All students, at all levels, are held accountable for learning the state standards in order for schools to meet Adequate Yearly Progress (AYP). All students must score at the proficient level in reading and mathematics on the Maryland School Assessments (MSA). All students must pass the High School Assessments (HSA) to receive a high school diploma. 9

10. GOAL: IMPROVED STUDENT ACHIEVEMENT F F O O C C U U S S UNCLEAR, NON-COMPELLING INSTRUCTIONAL VISION MSDE 2006

11. GOAL: IMPROVED STUDENT ACHIEVEMENT F F O O C C U U S S CLEAR, COMPELLING SHARED INSTRUCTIONAL VISION MSDE 2006

12. Part 2 What is the procedure for facilitating a collaborative lesson design session for any subject at any grade level? 12

13. Collaborative Lesson Planning What is “collaborative lesson planning?” A process in which teachers collaboratively plan, observe, analyze, andrefinelessons with the goal of improving instruction and student achievement. 13

14. Steps in Collaborative Lesson Planning Design the lesson collaboratively (Alignment, scaffolding of objective, lesson objective, & check for understanding). Implement the lesson. Analyze the lesson and student work. Refine the lesson. Teach the revised lesson. 14

15. Collaborative Lesson Planning Alignment Model Align instruction to the assessment limit or objective in the Core Learning Goals or the Voluntary State Curriculum Scaffold the assessment limit or objective to get to the component parts and prerequisite skills Craft aligned lesson objective in student language Create check for understanding from the lesson objective and write a successful student response Adjust the objective/check for understanding/successful student response to meet the needs of diverse learners 15

16. Collaborative Lesson Planning Team All teachers in the grade level or on the content team Special educator assigned to the grade level or content team Enrichment specialist or teacher with enrichment training Teacher or specialist for English Language Learners if needed Administrator Facilitator 16

17. Collaborative Lesson Planning Key Questions What are the component parts of the CLGs or VSC that are needed in this lesson? What are the prerequisite skills needed to obtain the CLG/VSC standard? What will students be expected to learn by the end of the lesson? How will students demonstrate the intended learning as stated in the lesson’s objective and what will a successful answer look like? How will the content/process/product be modified to address the needs of diverse learners? 17

18. From Standard to Student “Appropriate differentiation of content, process, and/or product can accommodate diverse learners.” Jay McTighe, 2005 Diverse Learners= Students with disabilities Students needing enrichment Non-native English speakers 18

19. Differentiating Instruction for Diverse Learners Content • Content Means: • Knowledge/skill levels • Level and complexity of • text • Prior knowledge • Process Means: • Learning styles • Individual/group Collaborative Planning Alignment Model Product Process • Product Means: • Oral, visual, written • Options without • compromise Student Needs

20. Levels of Cognitive Demand 20

21. Discuss What is the procedure for collaborative lesson design session for any subject at any grade level? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 21

22. Sample Responses What is the procedure for a collaborative lesson design session for any subject at any grade level? Align content with state standards at the indicator/objective/assessment limit level Break the VSC/CLG skill into component parts and prerequisites Craft a lesson objective from the component parts and prerequisites in student language Create a check for understanding to match the objective and write a sample response Modify objective/assessment/response for diverse learners using content/process/product 22

23. Part 3 Practice planning for facilitating a collaborative lesson planning session 23

24. Explicit Instruction Explicit Instruction is characterized by: Intentional teaching of well defined skills or strategies that are broken down and taught directly in a series of carefully sequenced steps Clear and consistent teacher wording OR clear and consistent teacher instructions.

25. Extensive teacher modeling or demonstration of skills and strategies before students are asked to perform them independently “Thinking aloud” procedures that draw attention to the step-by-step process of applying skills and strategies that is eventually internalized during proficient reading

26. Responsive to assessed needs of students based on teacher observation and formative assessment data Provides opportunities for student to read and interact with textevery day.

27. Explicit InstructionGradual Release of Responsibility “I DO” Teacher modeling “WE DO” Guided Practice ‘YOU DO” Independent Application and Formative Assessment MSDE 2006

28. Collaborative Lesson Design What is “lesson study?” A process in which teachers collaboratively plan, observe, analyze, and refine lessons with the goal of improving instruction and student achievement. MSDE 2006

29. Lesson Study – Steps: • Design the lesson collaboratively. • Implement the lesson. • Analyze the lesson and student work. • Refine the lesson. • Teach the revised lesson. MSDE 2006

30. Lesson Design Collaborative Planning

31. READING ALIGNMENT MODEL • VSC Standard: • VSC Objective & Assessment Limits: • Scaffold the VSC Objective: • Lesson Objective: • Formative Assessment: • Exemplary Response: • \ • Explicit Instruction • Before Reading Activities: Preparing to Read a New Selection • During Reading Activities: Reading and Comprehending a New Selection • After Reading Activities: I DO, WE DO, YOU DO VSC SKILL DEVELOPMENT MSDE 2006

32. Planning versus Implementing When planning a lesson, you consider: • the content focus or what to teach • the component parts of the content • how to explain or teach the parts of content • how students will show you what they learned When implementing a lesson, you consider: • the learners’ needs and their responses • the amount of time you have • strategies for engagement of learner • an alternate plan (Plan B)

33. 2.0 3.0 2.0 Comprehension of Informational Text (content text, functional documents, expository text) • 1.0 General Reading • Processes (After) • Main idea • Directly stated • Inferences • Draw conclusions • Prediction • Paraphrase • Summarize • Connect to • personal experience 3.0 Comprehension of Literary Text (narratives, drama, poems) MSDE 2006

34. Progression of LessonsSuggested Timeframe: 2-3 days Sample Timeline 2A4c – State and support the main idea 2A4d – Summarize the text Day 1 – Before and During Reading Day 2 – After Reading 2A4c (Main Idea) Day 3 – After Reading 2A4d (Summarize) MSDE 2006

35. Lesson Design “A Lifeline for Lions” MSDE 2006

36. VSC Standard: 2.0 Reading for Information Title of Text: “A Lifeline for Lions” VSC Objective: State and support main ideas and messages VSC Assessment Limits: • The whole text or a portion of a text MSDE 2006

37. Resources for Clarifying VSC Objectives • MSDE Toolkit (mdk12.org) VSCClarificationDocuments andLesson Seeds • Reader’s Handbook (Great Source Education Group 1-800-289-4490) 3. McDougal Littell Teacher’s Edition and Toolkit (LOL and BTL) MSDE 2006

38. Main Idea Key Points: • The “main idea” is what the text is mostlyabout (the most important idea). • The entire text has a main idea. • Each portion of the text has a main idea. • Sometimes the main idea is directly stated and sometimes it is implied. • Important details support the main idea. MSDE 2006

39. Scaffold the objective:State and support main ideas and messages • Define main idea. • Distinguish between important ideas and unimportant (interesting) ideas. • Define “author’s message.” • Identify the author’s message. • State the main idea of a portion of the text (directly stated and implied) • State the main idea of the whole text (directly stated and implied)

40. Read “Lifeline for Lions.” • As you read, think about the main idea of each portion of the text and their supporting details. MSDE 2006

41. Lesson Objective: Students will identify important supporting details in the article “A Lifeline for Lions” in order tostate the main of idea for each portion of the article. or Students will state the main idea of each portion of “A Lifeline for Lions” byidentifying important supporting details in the article. Formative Assessment: What is the main idea from the portion of the article called “A Circle of Protection?” Support your response with important supporting details from the text. MSDE 2006

42. Exemplary Response - MAIN IDEA CHART Portion of Text - “A Circle of Protection” Detail #1a ring (around the Serengeti) of dogs were vaccinated Detail #2vaccinated dogs will prevent future outbreaks because hyenas will not carry infection to wild animals Detail #3lions are doing well now Detail #4the lion population has rebounded Main Idea – As a result of the vaccination program (Project Lifelion), distemper outbreaks should be prevented in the future. MSDE 2006

43. Sample Exemplary “BCR” Response: What is the main idea of “A Circle of Protection?” The main idea of “A Circle of Protection” is that Project Lifelion will prevent future outbreaks of distemper if the pet dogs continue to get vaccinated. Hyenas will no longer catch distemper from dogs when they come to the village garbage dumps and spread it to lions. Now there are more healthy lions than before the distemper outbreak. Main Idea Details MSDE 2006

44. Explicit Instruction (Description): The focus of explicit instruction in this lesson is teaching the main idea of a portion of a text. Students will learn how subtitles often give clues to the main idea. Important details must be determined in each portion of the text in order to identify the main ideas. A graphic organizer (“Main Idea Table”) will be used to record information. Students will transfer information from the graphic organizer into paragraph form. MSDE 2006

45. BEFORE READING ACTIVITIES Day 1 MSDE 2006

46. Before Reading Activities: • Share and discuss lesson’s objective. • Preview the text. Examine the text features (title, subtitles, captions, illustrations, and boldface print). • Build backgroundand introduce key vocabulary Locate Africa and the Serengeti on a map. Talk about the meaning of distemper and the purpose of a vaccination.

47. Make a prediction. What do you think the article will be mostly about? 5. Review an active reading strategy. • Establish a purpose for reading the article. MSDE 2006

48. Student Self-DirectedMcDougal Littell Reading Strategies • Predict (What happens next?) • Visualize (Picture in your mind) • Connect (Personalize the text) • Question (Ask questions about the material) • Clarify (main idea, summarize, infer) • Evaluate (form opinions, make judgments) Apply all strategies to every reading selection

49. Predict Strategy • Think about the title, the illustrations, and what you have read so far. • Tell what you think will happen next or what you will learn. • Try to figure out things that the author does not say directly. • Confirm or change your prediction. MSDE 2006

50. DURING READING ACTIVITIES Day 1 MSDE 2006