Can We Build It? Yes we can!

1. Instructional Coach Professional Learning Building Quality CCGPS Lesson Plans August 28, 2012: North & South August 29, 2012: East & West Can We Build It? Yes we can! Getting the Tools to Build Student Achievement APS Teaching and Learning

2. Ice Breaker • Dr. Kristal Ayres • Director of Professional Learning Breaking the Foundation APS Teaching and Learning

3. At your Service APS Teaching and Learning

4. Norms • Safe and respectful (share the air) • Open to learning (ask questions) • Participate in the discussion (stay on task) • Cell phones in vibrate mode and please save texts and emails for a break (stay on task) • Use the parking lot for questions that are not answered during the session (put your email on the post-it and the facilitators will get back to you) APS Teaching and Learning

5. Standardsfrom GADOE Teacher Keys Performance Standard 2: Instructional Planning The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. (Teacher Keys – 2.1-2.6) Performance Standard 9: Professionalism The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. (Teacher Keys – 9.5 & 9.7) APS Teaching and Learning

6. Success Criteria • To build a quality lesson plan aligned to CCGPS and to transfer that knowledge to the educators at my school • Participants will be aware of the research behind the components of the APS lesson plan template. • Participants will deconstruct the lesson plan template and analyze a lesson plan using a feedback form to ensure proper alignment to the CCGPS. • Participants will create exemplar lessons using the template and feedback form (aligned to CCGPS). APS Teaching and Learning

7. Essential Questions How do I support quality lesson planning using the Atlanta Public Schools Lesson Plan Template? How do I provide feedback on a lesson plan using the Atlanta Public Schools CCGPS Lesson Plan Feedback Form? How will I transfer the knowledge learned from this professional development to the educators at my school? APS Teaching and Learning

8. Activating Approach & Engagement • In the envelope are the seven components of the APS Lesson Plan Template. • Form a circle and pass the envelope from person to person as the music plays. • If the envelope is in your hand when the music stops, pull a component out of the envelope. Read the component, description of the component and the questions the component should address out loud. • Place the component under the opening, work period or closing on the chart paper in the front of the room. APS Teaching and Learning

9. Module 1 Building From the Blueprint APS Teaching and Learning

10. Essential Question What is the connection between learning research and the components of APS lessons? APS Teaching and Learning

11. Engage: What is the Purpose of Research? APS Teaching and Learning

12. Are we Focused? If learning is to happen, what does research say about components of lessons that need to be intentionally planned before instruction? APS Teaching and Learning

13. Chalk Talk Silentlyengage in the Chalk Talk protocol surrounding your focus topic. Discuss your Chalk Talk findings. Silentlyread the Visible Learning: What’s Good for the Goose article and find evidence in the text to support your Chalk Talk. APS Teaching and Learning

14. Research Base – John Hattie “Number one is teaching where the students know exactly how well they're doing and can articulate this, and what they need to know, to their teacher.” John Hattie - 2012 APS Teaching and Learning

15. Research Base – Madeline Hunter • Madeline Cheek Hunter (1916–1994) was an American educator who researched and developed a model for teaching and learningthat was widely adopted by schools during the last quarter of the 20th century. • She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame. APS Teaching and Learning

16. Research Summary The components of the APS lesson plan are primarily based on the findings in these research bases! HUNTER Research Objectives Anticipatory Set(hook) Standards/Expectations Teaching (input, modeling/demo, direction giving, and checking for understanding) Guided Practice Closure Independent practice • HATTIE Research – The importance of clearly communicating to students: • Learning intention • Success criteria • Feedback on progress towards meeting the learning intentions APS Teaching and Learning

17. Closing • http://www.youtube.com/watch?v=Yaxhklji5pw APS Teaching and Learning

18. Mr. John O’Connor Assistant Superintendent of C & I Department of Student Services Scaffolding the Support APS Teaching and Learning

19. 10-minute Transition Odd numbered participants please transition to room 146 downstairs. Even numbered participants remain in the auditorium. The next session will begin promptly in 10 minutes. APS Teaching and Learning

20. Module 2 Digging Deeper into the Seven Components and Shifts APS Teaching and Learning

21. Icebreaker Yellow Brick Paved Road Highway Dirt Which Road are you On Now? Pick a Corner! APS Teaching and Learning

22. Activating & Engaging • Group of 4-6 • Match the content strip to the lesson plan template in your group. APS Teaching and Learning

23. Essential Questions How do teachers write a quality lesson plan using the Atlanta Public Schools lesson plan template? How do teachers effectively integrate Common Core shifts into daily lessons? APS Teaching and Learning

24. 7 Major Components of an APS Lesson Plan Communication of Learning Intentions Communication of Success Criteria Build Commitment and Engagement Teacher Presentation Strategies Guided Practice Closure Independent Practice APS Teaching and Learning

25. Lesson Opening Communication of Learning Intentions “What specifically, should your students know and be able to do, understand, care about as a result of the teaching?” Students need to have a clear idea of what they are expected to know and be able to do by the end of the period. Learning targets should be referenced often throughout the period. Examples: (Standards, Essential Questions, Learning Targets) APS Teaching and Learning

26. Lesson Opening • Communication of Success Criteria • How will students be held accountable for demonstrating mastery content? • What does success/quality work look like? The goal here is to inform students what is “good” about “good”. Examples: • Providing exemplars of student work that is emergent, meets the standards, and exceeds the standards. • Being able to solve a problem algebraically, graphically, and explain your reasoning to another student. APS Teaching and Learning

27. Lesson Opening • Build Commitment and Engagement a) Why should students care about this? b) What do students already know about this? The aim here is to put students into a receptive frame of mind; to focus student attention on the lesson; and activate prior knowledge. Examples: • KWL chart, Think-Pair-Share, Anticipation Guide, Hot Seat • Object lessons, questions or activities that pique student interest in the content APS Teaching and Learning

28. Lesson Opening • Teacher Presentation Strategies “What information do students need to get started?” Provides opportunities for students to gain knowledge or skill through input, modeling, and checking for understanding. Examples: (Whole class discussions, PowerPoint Presentations, Demonstrations, Videos) APS Teaching and Learning

29. Lesson Work Period • Guided Practice Learning by Doing Provides an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. The teacher moves around the room to determine the level of mastery and to provide feedback and individual remediation as needed. Examples: (State tasks, performance tasks, jigsaw, experiments, problems, sorting activities, etc.) APS Teaching and Learning

30. Lesson Closing Possible Stems: Always True, Sometimes True, Never True; Four Corners, Think-Pair-Share, Two Minute Talks • Closure What did students learn? How do you know? • The closure involves reviewing and clarifying the key points of a lesson. (Should occur daily) • Promotes student reflection, synthesize, and clear up students’ misconceptions • Students provide evidence of learning the day’s standard(s). Examples: APS Teaching and Learning

31. Lesson Closing • Independent Practice “How do students maintain what they have learned? Once students have mastered the content or skill, it is time to provide for reinforcement practice. Examples : (homework, group work, individual work in class) APS Teaching and Learning

32. What makes a Quality Lesson? • Based on your knowledge of quality lessons and the 7 components of APS Lesson Plan, provide feedback on the lesson plan provided. • Record your feedback on a Glow/Grow chart with your group members. • Participate in a Gallery Walk of the Glow/Grow charts posted around the room. APS Teaching and Learning

33. Common Core Literacy and Math Shifts Choose one of the following articles to read: • Literacy: “Creating Text Dependent Questions” OR • Math: “Principles Regarding the Common Core State Standards for Mathematics” APS Teaching and Learning

34. Common Core Literacy and Math Shifts • Jigsaw- group members will read selection of text and share understanding with the group • Annotate Text- group members will highlight text or use post-its to mark the text. • Fishbowl- groups will share understanding of articles and actively listen to others APS Teaching and Learning

35. Evidence of Shifts • Revisit your lesson plans, looking for evidence of the Common Core shifts for either math or literacy. • Record your findings on a T-chart labeled Evidence and Recommendations. APS Teaching and Learning

36. Closing • Two Minute Talk: Summarize with a partner what you have learned from this module and how this will benefit your teachers. APS Teaching and Learning

37. LUNCH APS Teaching and Learning

38. Module 3 Fueling Feedback APS Teaching and Learning

39. Energizer Activity Identify one of your professional learning needs. • Hit the beach ball; shout out one of your learning needs upon hitting the ball • Hit the ball to someone else, who should simultaneously shout out a learning need APS Teaching and Learning

40. Fueling Lesson Feedback • Each group has an assigned indicator • Participants should read the descriptors for their assigned indicator and engage the question of “What does this mean and what does it look like in lesson planning?” • Present findings to whole group APS Teaching and Learning

41. Fueling Lesson Feedback Think-Ink-Share • Scan the lesson plan • Identify a medal and mission for each of the six indicators (using the language of the descriptors) • Share with a neighbor • Share one medal and one mission for selected indicator with entire group APS Teaching and Learning

42. Closing Create a Question • Task: Come up with an individual text dependent question that must be answered with the language of “CCGPS Lesson Plan Feedback Form.” APS Teaching and Learning

43. Module 4 Constructing a Quality Lesson Plan APS Teaching and Learning

44. Goal As a culminating activity, you will create a lesson plan using the components of a quality lesson. Your PD session will model to teachers how to create a high quality lesson plan aligned to the CCGPS. APS Teaching and Learning

45. Engage: Question Swap • On the index card, write a question about a quality lesson plan on the side with the lines. • Write the answer to your question on the blank side of the index card. http://www.classtools.net/education-games-php/timer APS Teaching and Learning

46. Lesson Plan Template APS Teaching and Learning

47. Create Your Own Lesson Plan Create a lesson plan using the components of a quality lesson plan about any learned task (i.e., favorite sport, activity, or hobby). Collaborate in groups of no more than 3-4 members. Lesson Focus (OPENING, WORK PERIOD, CLOSING). APS Teaching and Learning

48. Time To Dump “DUMP” your ideas from your (OPENING, WORK PERIOD, CLOSING) to chart paper Share Out APS Teaching and Learning

49. Module 4 Closing: Headliners When your name appears, tell us about your “AHA” moment from today’s session. http://www.classtools.net/education-games-php/fruit_machine APS Teaching and Learning

50. Session Closing Final Inspection APS Teaching and Learning