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ACES Professional Learning Community II Meeting TWO

Join the January 2015 ACES Professional Learning Community II Meeting to explore Learning Strategies, TIF Methods, and ACES Process. Engage in interactive activities and quizzes to enhance your teaching skills. Share and learn with fellow educators.

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ACES Professional Learning Community II Meeting TWO

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  1. ACES PLC II, ATLAS, January 2015 ACES Professional Learning Community IIMeeting TWO

  2. Welcome Back…Webinar Style! • Introductions of the host and facilitator • Who’s present? • Who’s ready to go? • Speakers working? • Microphone? • Check out the “mute” webinar tool & make sure you are muted. • When you’re called on, unmute yourself, introduce yourself, and re-mute. • Ready, Set, Go-To! ACES PLC II, ATLAS, January 2015

  3. Meeting TWO Agenda & Webinar Tools • Warm-up: ACES Highlights> Chat • How’s it flying with ACES? > Poll • Sharing Outside Task #1: 3 volunteers? • Learning Strategies Match It! > Quiz • Sharing Outside Task #3: 3 volunteers? • Video: The ACES Process: The Classroom • Open new tab:https://www.youtube.com/watch?v=7AcZ2ZD_HGY&feature=em-uploademail • Watch the video segment for the specified time. Return to the webinar andChat • Video: The ACES Process: Low-Level ELL • Access video: https://www.youtube.com/watch?v=GiY3GrLo020&feature=em-uploademail • Watch the video segment for the specified time and return to the webinar . • Partner Chat • TIF Methods & Share out: 3 volunteers? • Sharing Outside Task #2: 3 volunteers? • Ready to TIF your LS Lesson? Poll • Outside Tasks Preview ACES PLC II, ATLAS, January 2015

  4. PLC Scope: PLC II Meeting THREE: • Sharing Outside Task #4 • Sharing Outside Task #5 • Quiz: NS Match It! • The Complete TIF: NS Sample Activities • Exploring 2 Contexts: the classroom & Corrections • Exploring TIF Methods • Review ACES Journey ACES PLC II, ATLAS, January 2015

  5. Warm-up Activity Share a “highlight” with the group: • “Chat” your TIF “highlight” to the group. What is one positive outcome you had in your instructional setting that resulted from your PLC work? ACES PLC II, ATLAS, January 2015

  6. How’s it Flyin’ with ACES? Rate the level of TIF-skills integration in your instruction: • Flyin’ high! • At cruising altitude… • Flyin’ under the radar… • Still on the tarmac!! ACES PLC II, ATLAS, January 2015

  7. TIF-ed Lesson: Try it Out! – Outside Task #1 Share Out! 3 volunteers? • Brieflyshare your TIF-ed Lesson experience. • Identify your category and give a brief description of your lesson, including the TIF skills you addressed. • What was the highlight of the lesson? • What ‘evidence’ of student learning did you observe? ACES PLC II, ATLAS, January 2015

  8. Learning Strategies: Matching Skills & Sub Skills It’s a QUIZ! • One of your Outside Tasks was to preview the Learning Strategies (LS) category of the TIF • The LS category contains 4 skills with each skill broken down into sub skills • Match each sub skill to the appropriate skill. ACES PLC II, ATLAS, January 2015

  9. Review the Preview! LS: Skill 1-Sub Skill d: Identify main ideas or themes when reading or listening Complexity

  10. Preview Activity: the Complete TIF Share Out! • You navigated the complete TIF to find sample activities for the sub-skills in your category. • What did you find? • How did you tweak it? 3 volunteers please! Transitions Integration Framework ACES PLC II, ATLAS, January 2015

  11. A Tale of Two Contexts… The Classroom Low-Level ELL ACES PLC II, ATLAS, January 2015

  12. ACES Process: Step 1: Assess a LessonSample “Pre-ACES” Lesson Read and ASSESS the Pre A-C-E-S Lesson Plan to identify the Learning Strategies (LS) skills/sub skills being addressed. • Read the description of each lesson component and identify the LS skills and sub skills addressed. • Refer to the “TIF @ a Glance” LS category (pp. 3-4). • Note the skills and sub skills in the “Assess” column for each lesson component (e.g. LS 1a, 2b) Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans. ACES can work in any ABE context! ACES PLC II, ATLAS, January 2015

  13. Pre-ACES Lesson PlanWarm-up Warm-up: NA ACES PLC II, ATLAS, January 2015

  14. Pre A-c-e-s Lesson: Assess NA ACES PLC II, ATLAS, January 2015

  15. Pre-ACES Lesson PlanIntroduction Introduction: • Ask students simple WH?s about the image. • Elicit student responses to the images/title from the text. • Write prediction statements on the board. ACES PLC II, ATLAS, January 2015

  16. Pre A-c-e-s Lesson: Assess NA LS1b-1c ACES PLC II, ATLAS, January 2015

  17. Pre-ACES Lesson PlanGuided Practice Guided Practice: • Read the story to the Ss, pausing to address predictions as needed. • Look together at the predictions made pre-reading. • Determine whether the predictions are T/F. • Read the story again and ask simple WH?s to assess their general understanding of the story. • Hand out the story and allow students to follow along while listening to the story. • Repeat the simple WH?s to address challenges. • Have students read three times: read to self (silently and aloud) and with a partner. • Read through the WH? comprehension questions, having students follow along. ACES PLC II, ATLAS, January 2015

  18. Pre A-c-e-s Lesson: Assess NA LS1b-1c LS1b, 1e ACES PLC II, ATLAS, January 2015

  19. Pre-ACES Lesson PlanIndependent Practice Independent Practice: • Ss read the story independently again and answer the WH? comprehension questions. • Have Ss check answers with other Ss. • Re-read and explain the story as necessary. • Check the answers as a class. ACES PLC II, ATLAS, January 2015

  20. Pre A-c-e-s Lesson: Assess NA LS1b-1c LS1b, 1e LS1e NA ACES PLC II, ATLAS, January 2015

  21. ACES Process: Step 2: Complement • Now watch the video clip of the “Post-ACES” TIF-ed lesson. • Open a new tab in your browser to access the video: https://www.youtube.com/watch?v=7AcZ2ZD_HGY&feature=em-uploademail • Watch the video for the allotted time & return to the webinar • How did the teacher COMPLEMENT the lesson with additional LS skills and sub skills? • Refer to the TIF @ a Glance LS Snapshot. • Note the skills and sub skills on the GRID in the “complement” column • Be prepared to chat the skills/sub skills you jotted on the grid. ACES PLC II, ATLAS, January 2015

  22. Post-ACES Lesson PlanWarm-up Warm-up:[0:20] • Introduce self. • Ask Ss introduction questions. • Either use the grid (or go paperless) for mingle asking/answering questions. Watch this segment from a different tab. Then return to the webinar to chat. ACES PLC II, ATLAS, January 2015

  23. Post A-c-e-s: Complement LS1a ACES PLC II, ATLAS, January 2015

  24. Post-ACES Lesson PlanIntroduction Introduction:[2:54] • Explicitly introduce WH?s and their meanings. • Match questions with the pictures as a group. Watch this segment from a different tab. Then return to the webinar to chat. ACES PLC II, ATLAS, January 2015

  25. Post A-c-e-s: Complement LS1a LS1a,1c; LS2a ACES PLC II, ATLAS, January 2015

  26. Watch this segment from a different tab. Then return to the webinar to chat. Post-ACES Lesson PlanGuided Practice Guided Practice:[11:28] • Ask students simple WH?s about the image from the story – write answers on board. • Elicit student responses to the images/title from the text on what the story is about. • Write responses as prediction statements on the board. • Read the story aloud to the Ss, pausing to address predictions as needed. • Look together at the predictions from pre-reading and determine whether the predictions are T/F using “Yes” and “No”, check answers to WH?s • Hand out the story and allow students to follow along while listening to the story. • Have students read three times: read to self (silently and aloud) and with a partner. • Ask Ss simple WH? comprehension questions. ACES PLC II, ATLAS, January 2015

  27. Post A-c-e-s: Complement LS1a LS1a,1c; LS2a LS1a-1f ACES PLC II, ATLAS, January 2015

  28. Watch this segment from a different tab. Then return to the webinar to chat. Post-ACES Lesson PlanIndependent Practice Independent Practice:[21:13] • Have groups sort images from story into “Who”, “What are they doing”, “When”, “Where” and “How long”. • Once images are categorized, help Ss line up the images so they match the story. Ex. Packager, put things in boxes, in the factory, from 1996 to 2000 – line them up First, Next, Then • Once in order use the graphic organizer to write key vocabulary from the story. • Ss read the story independently again. • Using the grid they can practice asking/answering WH?s about the story in partners. • As a wrap up, Ss orally answer WH? questions from the teacher. ACES PLC II, ATLAS, January 2015

  29. Post A-c-e-s: Complement LS1a LS1a,1c; LS2a LS1a-1f LS1c-f; LS2a ACES PLC II, ATLAS, January 2015

  30. Post-ACES Lesson PlanExtension Extension:[Not featured in video] • Students answer written comprehension questions. • Have each student write a summary statement about a different, but related image by filling in a graphic organizer with the person, action, place and time. • Students ask/answer questions about their images. ACES PLC II, ATLAS, January 2015

  31. Post A-c-e-s: Complement LS1a LS1a,1c; LS2a LS1a-1f LS1c-f; LS2a LS1a, 1f ACES PLC II, ATLAS, January 2015

  32. Low-Level ELL Return to your tab and watch the interview with the instructor of a low-level ELL class. Link: https://www.youtube.com/watch?v=GiY3GrLo020&feature=em-uploademail • Observe the system she uses to TIF the lessons for her learners. • What kind of IPT does she use? How does she use it? • What kinds of pre-ACES materials does she use and how does she TIF them? ACES PLC II, ATLAS, January 2015

  33. What works best in my setting? Partner Chat! Consider both the classroom and the low-level ELL contexts. Chat with a partner. • Which process would work best in your setting? (Classroom, Low-level ELL, other?) • Why did you choose that option? • How would you tweak either process to better fit your setting and learners? • Is there a way to combine the two processes to get the best of both worlds? ACES PLC II, ATLAS, January 2015

  34. TIFMethods ACES PLC II, ATLAS, January 2015

  35. TIFMethods Definitions • Routines: a sequence of actions regularly followed; a routine process • Norms: standards of acceptable behavior; expectations within a specified context • Learning Task Formats: routine structures for activities and tasks that provide practice of lesson content • Language:vocabularyand language structuresthat are necessary to effectively address a specified TIF skill • Technology: technology use that mirrors what is necessary in the “target” environment. ACES PLC II, ATLAS, January 2015

  36. Which TIF method is which? • TIF methods can be labeled in more than one way: • Expecting students to email assignments is both technologyand a norm. • Expecting students to speak courteously is a norm but when you highlight the language structures (e.g. Could/can/may I…), it is also a language method. • The important thing is that all of these methods reinforce TIF skills consistently and authenticallyregardless of lesson content. • Now it’s your turn to think of some TIF Method examples! • Look at p. 24. Jot down 1-2 examples you use/could use. • 3 Volunteers! Share out your examples and assessment for skills/subskills. Other participants, feel free to comment. ACES PLC II, ATLAS, January 2015

  37. Outside Task #2: IPT Evaluation Share Out! 3 volunteers? Evaluate your instructional planning tool (IPT): What tweaks did you make & why? How did it work? ACES PLC II, ATLAS, January 2015

  38. How ready are you to take the LS plunge? ACES PLC II, ATLAS, January 2015

  39. TIF-ed Lesson Try It Out 2! Outside Task #4 • Develop & implement aTIF-edlesson. • Make sure to intentionally integrate LS skills. • Evaluate how the lesson went observing evidence of student learning. • Before Mtg 3, share it with your PLC Partner OR add notes to our Google Doc • Be ready to share this lesson at Meeting THREE. ACES PLC II, ATLAS, January 2015

  40. Outside Tasks #5 & #6 Outside Task #5 • Implement one TIF Method into your setting • Before Mtg 3, share it with your PLC Partner OR add notes to our Google Doc Outside Task #6 • Look at the NS category of the complete TIF (pp. 62-67). • Choose 2 sample activities you could use w/ your students (1 technology example!) • Fill out the grid w/ choices & tweaks. • Share w/ PLC partner or on Google doc. ACES PLC II, ATLAS, January 2015

  41. ACES in ACTION Plan!Let’s set a timeline for PLC work… Outside Tasks for Mtg. THREE Mtg. THREE Date: ________ Outside Task #4: TIF-ed Lesson Implementation • Do by: ??? Outside Task #5: TIF Method Implementation • Do by: ??? Outside Task #6: Preview NS Category Fill out grid w/ NS activity choices & tweaks • Do by: ??? ACES PLC II, ATLAS, January 2015

  42. ACES Resource Library http://atlasabe.org/resources/aces ACES PLC II, ATLAS, January 2015

  43. Wrap-up Next Meeting: day, time, place • Tasks before we meet again? • Come ready to share! • Questions? THANK YOU!!! ACES PLC II, ATLAS, January 2015

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