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CLR Teacher Fellows Spring 2015

CLR Teacher Fellows Spring 2015. February 28, 2015 Bret Harte Middle School. 12 :30 Lunch 1:30 Lesson Plan Development 2 :00 Reflection 2:30 Homework Review, Evaluation , Announcements and Dismissal ,. Agenda. 8:00 Welcome and Grounding 8:20 Course Updates

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CLR Teacher Fellows Spring 2015

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  1. CLR Teacher FellowsSpring 2015 February 28, 2015 Bret Harte Middle School

  2. 12:30 Lunch 1:30 Lesson Plan Development 2:00Reflection 2:30 Homework Review, Evaluation, Announcements and Dismissal • , Agenda 8:00 Welcome and Grounding 8:20 Course Updates 8:30 Culturally and Linguistically Responsive Teaching and Learning 9:45 Break 10:00 An Overview of Session 1 MOOC 11:15 Backwards Planning Using Essential Questions

  3. BRET HARTE MIDDLE SCHOOL Network Name: 8170 Password: 4d532d323137302d3933303130

  4. THANK YOU FOR BREAKFAST! KATHY ESTIBALIZ BRENDA MARITIES SHARON GLENDA MICHELLE NINA ALYSIA GREG

  5. EVALUATION REUSLTS • 24 out of 41 participants responded • 87.5% of participants agreed that the goals/objectives were clearly stated • 87.5% of participants agreed that the content was aligned to the stated goals and objectives • Some participants shared the following responses: • Great modeling • It was absolutely great! • Collaborating with colleagues • More explanation of lesson plan • More classroom application • Snacks during session

  6. Group Norms Arrive on time Be respectful Be present: listen actively and attentively Silence your phones Participate to the fullest of your ability -- community growth depends on the inclusion of every individual voice

  7. OBJECTIVES Establish a professional learning community amongst the CLR Teacher Fellows Review Course Requirements and updates Explore Culturally and Linguistically Responsive Teaching and Learning for all students Define and Develop Language Objectives Create Essential questions using CCSS for lessons Obtain feedback in regards to Lesson Design Reflect on today’s learning

  8. Find a CLR Teacher Fellow Who… Adaptive Schools GROUNDING

  9. Course Updates Course Requirements, Culminating Tasks, Compensation and Responsibilities

  10. Culminating Tasks CLR/ALD Infused Two Day Lesson Video of Lesson PowerPoint Presentation

  11. MOOCMassive Online Open Course

  12. NovoEd.com

  13. Constructing Classroom Conversations

  14. MOOC Syllabus • Assignment Due Dates: • Team Task #1: 3/1 • Assignment #1: 3/17 • Peer Evaluations: 3/24 • Team Task #2: 3/29 • Assignment #2: 4/7 • Peer Evaluations: 4/14 • Team Task #3: 4/19 • Assignment #3: 4/28 • Peer Evaluations: 5/5 • Team Task #4: 5/10 • Assignment #4: 5/19

  15. Culturally and Linguistically Responsive Teaching and Learning (CLR) • Dr. Jamila Gillenwaters

  16. Culturally and Linguistically Responsive Teaching and Learning (CLR) Facilitator: Dr. JamilaGillenwaters SEL Specialist

  17. Objective: Participants will further develop a working understanding of CLR and its implications for instruction and SELs.

  18. Why CLR? Discussion Protocol : Numbered Heads Together

  19. Close Viewing of Digital Text Why Culturally Responsive Education? From the Author’s Perspective Digital Text Analysis: Chapter 13 • We will view a video clip of Dr. Sharroky Hollie, the author of the book we will all be receiving . • We will engage in the “Watch and Speak” Digital Text Analysis Protocol ! New, interesting, or surprising ? Raises a question Seems important, Answers a Question

  20. BREAK

  21. MOOC Session One • Dr. Magan Mitchell

  22. Search for Goodness Lawrence-Lightfoot (1983) explained that she was inspired to move beyond traditional methods of social science research because of the continued focus on “pathology and disease rather than health and resilience” (p. 8).

  23. MOOC SESSION ONE ASSIGNMENTS • Housekeeping Task 1 • Assignment #1 • Team Task #1 • Reading: Classroom Discourse: The Language of Teaching and Learning • Instructional Videos

  24. 2-Minute Academic Conversation Analysis The goal of this activity is for you to gain a more dynamic picture of your focal students and their Academic Language Skills: The Partner Activity: “Do you agree or disagree? Should marijuana be legalized? Why or Why not? Prompt starter (A): Response starter (B): What do you think? 1. I think that …. I agree or disagree with you because? 2. I agree or disagree with you because… I think that… 3. Would you like to add anything else? 3. I would also like to add that….

  25. Session One Videos

  26. Now Consider Two Focal Students … Select any two students to focus on for your language assessment.

  27. Chapter Two: Designing Activities and Lessons “The bigger the building, the stronger its foundation needs to be.” “An ounce of planning is worth a pound of confusion avoidance and pedagogical triage…”

  28. Teacher Reflection • Strand 3: Build on Background Knowledge, Culture and Language Strand 1: ID Complex Language Demands to Create Language Objectives Strand 2: Structure Engaging Tasks that Require Authentic and Original Communication

  29. Three Main Dimensions of Academic Language Message: Create a logical flow of and connections between ideas, knowing how ideas develop and need to develop. Sentence: Combine ideas, phrases, and clauses Word/Phrase: Figure out the meaning of new words and terms

  30. Complex Language Demands (p.7)

  31. Creating Language Objectives Step 1: Reflect on the complex language needs of the students in the class. • What language knowledge and skills do they most need to develop? • Analyze their written work and listen to their conversations. • Have short interactions with them to gauge their language abilities. Source: Zwiers, J., O’hara, S., & Pritchard, R., (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland,ME: Stenhouse Publishers.

  32. Creating Language Objectives Step 2: Analyze the “content” objective for message organization (i.e., discourse) demands; then sentence-level demands; and then word and phrase demands. Step 3: Analyze texts that will be used. • Texts include written texts, oral messages, videos, and visuals. • Identify the most challenging language for message organization (i.e., discourse) demands; then sentence-level demands; and then word and phrase demands. Source: Zwiers, J., O’hara, S., & Pritchard, R., (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland,ME: Stenhouse Publishers.

  33. Creating Language Objectives Step 4: Analyze tasks that will be used, including assessment tasks. • Tasks include activities and products. • Identify the most challenging language for message organization (i.e., discourse) demands; then sentence-level demands; and then word and phrase demands Step 5: Choose the most pressing demands. • Look back at the lesson objective and decide which language is most useful for learning and showing learning of the objective. Source: Zwiers, J., O’hara, S., & Pritchard, R., (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland,ME: Stenhouse Publishers.

  34. Creating Language Objectives Step 6: Use the language identified in Step 5 to create a clear language objective. • The objective will usually have a function (communication or thinking skill). • May or may not have specific terms or syntax strategies in it. Source: Zwiers, J., O’hara, S., & Pritchard, R., (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland,ME: Stenhouse Publishers.

  35. Creating Language Objectives from Demands Students will be able to (skill or function)using (specific language)in a (type of activity).

  36. Language Objective Example Students will be able to understand and express cause and effect relationships in the text, using complex sentences and vocabulary(wide open, emigrate, motivate), as well as cause/effect terms (motivate, led to, as a result, due to)in a discussion with a partner and on an essay organizer.

  37. Practice with Language Objectives Identify the skill or function Identify the specific language Identify the type of activity

  38. Backwards Design Using Essential Questions • Ms. Cindy Marquez

  39. Essential Questions Opening Doors to Student Understanding

  40. Text as Expert UbD Please individually read the following:: “UbD in a Nutshell - Page 1” Suggested Annotations: Box two or more claims made by the author Circle two or more “ahas” Point an arrow at two or more wonderings

  41. UbD Connection Teaching and Learning Framework

  42. Understanding by Design (UbD) • Plan “backwards” from the desired results • Plan with the end in mind • Expectations are transformed into targets based upon Big Ideas, Essential Understandings, Essential Questions, and a Summative Assessment

  43. Big Ideas and Essential Understandings Big Ideas offer a conceptual framework for a unit of study (themes, principles, theories) Examples friendship relationships power change justice Essential Understandings frame Big Ideas as an understanding in a sentence. Examples “A friend is a treasure.” “Relationships change over time.” “Power is the ability to influence.” “Change is inevitable.” “Do unto others as you would have them do unto you.”

  44. Essential Questions A good essential question: Open-ended Transferable ideas Thought-provoking Raises more questions Requires support and justification Frame the key learning goals for a unit of study in the form of a question Three connotations of essential: • important and timeless • foundational • vital

  45. Essential Questions Essential Questions are generated from Big Ideas and they frame the learning goals for a unit of study. Generate more inquiry Open-ended Provocative Authentic Debatable Stimulating History/ELA Examples Whose “story” is this? Why does America believe in democracy? What is worth fighting for? What is the relationship between truth and fiction?

  46. UbD for Your Lesson Please consider the following elements as you craft your lesson: 1 Common Core Standard 1 Big Idea 1 Essential (or Enduring) Understanding 1 Essential Question

  47. LUNCH

  48. Lesson Plan Template Overview Breakout Groups Begin completing Checkpoints #1 & #2

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