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Bridges to Academic Success

Bridges to Academic Success. January 30, 2012 Professional Development Meeting The CUNY Graduate Center. Welcome and Please Do Now!. Sit next to someone from a different school.

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Bridges to Academic Success

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  1. Bridges to Academic Success January 30, 2012 Professional Development Meeting The CUNY Graduate Center

  2. Welcome and Please Do Now! • Sit next to someone from a different school. • Walk around the room and respond to each of the 3 questions you see on posters. (Use post-its and a marker from your table.) • Fill out a Teacher Questionnaire before you leave today. (8:30 – 9:00)

  3. Today’s Agenda 9:00-9:50 am: Welcome What’s this research all about and why do we need it anyway? 9:50-11:15 am: Instruction, part I Sharing within disciplines & teams 11:15-11:30: Break 11:30-12:50 pm: Instruction, part 2 Modeling and practice across disciplines for development of English literacy 12:50-1 pm: Wrap up and evaluations

  4. FREEZE! 1. STOP when the music stops. 2. LISTEN to the sentence. 3. Make a STATUE using your body and face to show your EMOTION. (9:00-9:10)

  5. Share answers from opening activity: • 3 words that represent your experience with Bridges • 3 words for your students’ experiences • 3 words for your team meetings

  6. What’s this research all about and why do we need it anyway? (What do YOU think?) (9:10-9:50)

  7. Objectives of the Research

  8. Objective 1: Document the Bridges Program and its Curriculum Why?

  9. To find out • If the program is doable/feasible, sustainable (a pilot -- not been done before); • How teachers feel about the program and its Curriculum (is it worthwhile?); • If teachers are actually implementing the Curriculum; • Which parts of the program and Curriculum are working best; what can be improved.

  10. Howcan we document Bridges and its curriculum? Fall 2011: • Teacher e-logs (Why oh why?) • Team leader meetings/e-logs • Mid-year teacher reflections • Lesson plans (2)

  11. Spring 2012: • (REV) Teacher e-logs (2x mth) • Team leader e-logs (2x mth) • Feedback for Unit 3 • End of year teacher reflections • Lesson Plans (2) • Feedback from others (students, consultants, principals...)

  12. Objective 2: Assess academic growth of students Why?

  13. To find out: • Bridges program  student learning? • Curriculum/activities  student learning? • Which parts of Curriculum/activities work best? • In which subject areas  student learning? • Use of native language  student learning? • What changes need to be made?

  14. Howcan we assess the academic growth of Bridges students? Fall 2011 -- starting point: • Consent/Assent forms • Writing samples upon entry • Student records data • English ALLD • Classwork samples • Teacher assessments, portfolios, grades

  15. June 2012 -- end point for pilot study: • Classwork samples (Unit 3 project) • English ALLD, NYSESLAT • End-of-year writing sample (same prompts as beginning) • Bridges end of year test? • Teacher assessments, grades, other • Attendance, drop-out rate Other ways? Your ideas and suggestions?

  16. Objective 3: Document Professional Development under Bridges Why?

  17. To find out: • What PD support (how much and what types) are we providing for Bridges teachers? • What further support do Bridges teachers need?

  18. Some examples of what we have learned so far…

  19. Bridges Students’ Native Languages

  20. Some findings from your E-logs

  21. Teaching Literacy Skills

  22. Using the Native Language (NL) for Content Instruction Use of English: 74% Use of NL: 26%

  23. Using NL for content instruction

  24. Use of Other Key Instructional Elements “I incorporated _____ into my lessons [a lot or somewhat]”: • Critical thinking skills (94%) • Community building (91%); • Good academic habits (97%) • Experiential learning (75%); • The arts (63%); • Psychosocial, cultural student needs (66%). • Technology (50%),

  25. Common Themes in Team Leader E-Logs

  26. 1. Help Needed with Classroom Management and Structure • Physical classroom setup • Across all subject classes, establishing shared: • norms and routines • expectations (non-negotiables) • Conducting student conferences within class

  27. 2. Hands-on Instruction The best activities incorporated: • Visuals • Manipulatives • Videos • Art activities • Other experiential forms of learning

  28. 3. Interdisciplinary Planning • More support needed to implement interdisciplinary learning • Great need to focus on key vocabulary words and basic/literacy skills across all subjects

  29. 4. Role of Native Language, Culture: • Best activities involve students’ culture, lives, personal experiences • Delicate balance between native language (NL) and English instruction • Importance of easy access to NL resources for all – dictionaries, translators, etc.

  30. Mid-Year Teacher Reflections (See samples in your PD folder.) [9:50]

  31. Instructional Activities(9:50-12:50) 9:50-11:15 am: Instruction I • Sharing Lesson Plans • Clarifying Bridges Goals • Circle share 11:15-11:30: Break 11:30-12:50 pm: Instruction II • Modeling and practice for English language and literacy through content

  32. Instructional Activity Goals Instructional Activities I: Goal: To share lesson plans and to collaborate on the Bridges vision for student outcomes. Instructional Activities II: Goal: To practice instructional activities that align to the Bridges student outcomes.

  33. I. Teachers-Supporting-Teachers:Subject Groups across Schools Break into groups: • Science • Social Studies • ELA • NLA • Math (with Halle) • Choose a recorder for your group.

  34. Teachers-Supporting-Teachers:Sharing Lesson Plans Each person distribute your lesson plans. (9:50-10:00) Happy reading!

  35. Teachers Working Together :Clarifying Bridges Outcomes in Subject Groups(10:00-10:30) In Bridges Student Outcomes look at your Subject Page (e.g. SS) and discuss the following: • Which outcomes are you already working on? • Come to consensus on the top 5 outcomes for semester (record notes) • Which outcomes are missing that ARE important for Bridges? (record notes) (email notes to: pthakur@gc.cuny.edu)

  36. Teachers Working Together :Clarifying Bridges Outcomes in Interdisciplinary Teams(10:30-11:00) In Bridges Student Outcomes, look at Interdisciplinary Outcomes. • Which outcomes are you already working on across your team? (Record notes) • What are the top 5 outcomes across your team for semester 2? (Record notes) 3. Which interdisciplinary outcomes are missing that ARE important for Bridges? (Record notes) (email notes to: pthakur@gc.cuny.edu)

  37. Circle Share (11:00-11:15) What were 2 essential interdisciplinary Bridges outcomes that you identified in your team to work on this coming term? Reporter from each school group share.

  38. Break [11:15-11:30]

  39. Instructional Activities, part II(11:30-12:30) Goal: To practice instructional activities that align to the Bridges student outcomes. Activities: Practice activities for English language and literacy through Science content.

  40. Your Role • Be a student in a classroom. • Take notes as a teacher on what you see and experience. • Ask questions.

  41. Q and A (12:30-12:50)

  42. Thank you for coming! Before you leave, please hand in to Barbara: • Lesson plans • Teacher questionnaire • Session evaluation

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