View
212
Download
0
Category
Preview:
Citation preview
Private Lessons by Joy Jones
ACTIONThose who can, teach!
Today’s Lesson:Just like any other artist, I practice and
polish the art and craft of teaching.
How do you think this will relate to our work today?
Objectives for Today
Understand the 6 steps of Module 3- Inquiry and the forms that will capture your conversations
Develop your Inquiry focusDraft your Individual Induction Plan (cells
1-8 of form C-1)Review and personalize the CVUHSD
FACT suggested timeline for the Inquiry Module
Let’s Get Everyone on The Same Page…
In PT/SP teams take time now to:
Note your remaining “To Dos” for modules 1 and 2Refer to the CVUHSD FACT suggested
timelineSubmit to Dropbox now any completed
documents that have not already been submitted
5
BTSA and FACT Year 1
A. Context for Teaching & Learning
B. Assessment of Teaching & Learning
C. Inquiry into Teaching & Learning
D. Summary of Teaching & Learning
We are here!
Inquiry
What:
An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.
4
7
Inquiry
Why: An inquiry can serve as the analysis of
current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement.
Inquiries lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.
77
8
Inquiry
HowAn Inquiry provides the participating
teacher with an opportunity to:Gather information about their practice Identify an area of focus/goalResearch information related to the goalDevelop and implement an action planReflect on collected evidenceApply new learning to future practice
9
Inquiry
MORE Why:
Teacher inquiry is a logical mechanism with which teachers and administrators can gain insights into the CCSS, what they mean for teachers and students, and how the Common Core can be actualized within the reality of teachers’ everyday work with students in the classroom.
99
10
Inquiry
MORE How
One instructional approach that holds great potential to actualize the Common Core in classrooms is student inquiry.
11
Inquiry
MORE HowAccording to Steven Wolk (2008), “Inquiry-
based teaching transforms the aims of school from short-term memorization of facts into disciplined questioning and investigating” (p. 116). As such, engaging students in inquiry is consonant with the Common Core’s focus on preparing students for college and the workforce through the development of higher order and critical thinking skills.
1313
Inquiry: Purpose Statement
Read and highlight key points in the purpose statement for the Inquiry (User’s Guide p. 42)
Share insights (SP/PT team)
14
Understanding the Big Picture of the Inquiry Process in FACT:
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Analysis of Student Work
Step Five: Summative Assessment
Step Six: Reflection and Application
Connecting Big Picture to IIP (C-1)
Cells 1 – 4: “Plan” phase Determine a Focus question Identify CSTP elements to be addressed Anticipate outcomes for student learning
Cells 5 – 8: “Plan/Teach” phase Document research and create an action plan Apply the learning to classroom practice Determine results
Cell 9: “Reflect” phase Reflect on the teaching plan, student work, and observation results Examine the impact on student achievement
Cell 10: “Apply” phase Describe the application to future practice Consider implications for a future focus question
15
17
Determine Focus of Inquiry
Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions. (User’s Guide P. 41)
Talk to your partner about the purpose of an Inquiry.
Partners share out key points, questions, or concerns, to the group.
23
Determine Focus of Inquiry
To begin, you need:
•FACT Documents (Especially B-2, B-3, B-4)
•CSTP Booklet
•FACT Document C-1 IIP (UG 4)
•Induction Standards 5 & 6 (FACT Document E-3)
•STULL Goals & Objectives
•Completed Action Research Sentence Stems
Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes”
or “no” answer will not work.
24
Determine Focus of Inquiry
NOTE:
Focus questions need to be deep enough to sustain a 6-8
week investigation. Questions with a “yes” or “no” answer will
not work.
25
Determine Area of Focus
One way to approach developing Cells 1-4:
1. Start with your area of focus (Cell 1)
2. Use CSTP booklet to find related standard and element(s) (Cell 3)
3. Select related Induction Standard (Cell 3)
4. Develop a focus QUESTION (Cell 2)
5. Determine a measurable outcome (how will you know if you achieved your learning goal? (Cell 4)
26
Determine Area of Focus
Other ways to approach developing Cells 1-4:
• Start with one of your STULL goals
• Determine if one of your completed sentence stems can connect to an Induction Standard
• Consider possible connections to work you are doing in a degree program, i.e., TPAs, PACT, master’s thesis, etc.
• Others???
Work Time!
Work Time: Fill in the top and the “plan” cells 1-4 on your computer!
27
28
Share cells 1-4 with another PT/SP team
Will it sustain a 6-8 week Inquiry process?
Is there alignment with previous FACT work?
Is there alignment with focus question, CSTP, and Induction standards?
Is it measurable?
Editing required?AdditionsDeletionsSubstitutionsRe-arrangement
of words
29
Developing the Action Plan
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
30
Developing the Action Plan
Read and highlight the key points in the Step 2 directions: Developing an Action Plan. (UG 43)
PT/SP teams talk about the purpose of Step 2.
Share key points, questions, or concerns with your table group.
3131
Step 2 – Developing the Action Plan
5. Date 6. Research 7. Application 8. Results
32
Work Time!
(Cell 5) Insert timeframes– “When action will happen.” (Later these can be made the actual dates it occurred.)
(Cell 6) Research to be conducted– “Steps to gain new knowledge”: Be specific within these categories and add others…
Consulting Colleagues Observing Classrooms Professional Journals Internet Research Professional Development (conferences or classes) Observation by Support Provider
(Cell 7) Application- Record how the new knowledge was implemented (state each action taken). You may have some already or this can be completed ongoing…
33
Developing the Action Plan – Cell 8Review IIP Cell 8 Record (possible) specific examples of
classroom changes, as a result of implementation of new knowledgeExample: (Cell 8)
“My students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”
34
Preparing for Instruction
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
3535
Connecting Big Picture to Forms
Step Three:
Preparing for InstructionEssential Components for Instruction (C-2)Entry Level Assessment (C-3, Parts1 & 2)Focus Student Selection (C-4)Lesson Series BeginsLesson Plan (C-5)
36
Preparing for Instruction
Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.” (UG 44)
Talk to your SP/PT about the purpose of Step 3.
Share out key points, questions, or concerns, to your table group.
37
Preparing for Instruction
Review Essential Components for Instruction (C-2)
Discuss the key words in each box SP/PT Talk: As you discuss and record in
each box, pay attention to which components are connected with the Induction Standards and/or focus questions documented on the IIP
38
Preparing for Instruction
SEQUENCE:1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (Lesson Plan C-5)
39
Preparing for Instruction
Table Talk:What is the purpose of an Entry-
Level Assessment?How is an Entry-Level Assessment
diagnostic?What can be most challenging about
an Entry-Level Assessment?
40
Preparing for Instruction
• Entry-Level Assessment Resource (C-3, Part 1)
• FIRST: Sort student work into 2 levels of performance –
• THEN: Divide the 2 levels of performance into 4 levels of performance
41
Preparing for Instruction
Refer to the User’s Guide page 51 to locate the Entry-Level Assessment Reflection C-3, Part 2
Note: This becomes the documentation of the next steps that need to be taken, as a result of the entry-level assessment
42
Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (Lesson Plan C-5)
You are here!
43
Preparing for Instruction
Refer to the User’s Guide pg. 52 to locate the Focus Student Selection (C-4)
Note: Select 1 English Learner Select 1 Special Population student
(IEP, RSP, 504, GATE, . . .)Select 1 Focus Student of Choice (Should
complete the range of abilities in the classroom not represented by EL or Special Populations)
44
Preparing for Instruction
Teams complete Focus Student Selection Information (C-4)
“How does selecting focus students help PT(s) to shift from a focus on teaching to a focus on learning?”
45
Preparing for Instruction
Refer to the Lesson Plan Template (C-5) in your User’s Guide pg 53
The Lesson Plan Template (C-5) includes these essential components:
Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For Understanding Independent Practice
Note: PTs may choose to use C-5 or another lesson plan template.
46
Work Time!
SEQUENCE
1. Essential Components for Instruction (C-2)
(Discuss and draft yours!)
2. Entry-Level Assessment & Reflection
(C-3, parts 1 & 2) (Determine yours!)
3. Selecting 3 Focus Students (C-4)
(Chat and complete yours!)
4. Lesson Series (Lesson Plan C-5)
(Chat about timeline and # in series?)
47
Observation
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation & Student Analysis
Step Five: Summative Assessment
Step Six: Reflection & Application
You are here!
4848
Connecting Big Picture to Forms
Step Four:
Observation Pre-Conference (Review C-2 thru C-5) Observation (C-6) Post-Observation (Individual Induction Plan,
C-1, Action Plan, cell 8) Analysis of Student Work (C-7)
49
Observation
Read and highlight the key points in the Step 4 Observation directions.
Review Observation Tools (UG 54-55 and 77-79)
Share out key points, questions, or concerns, to your table group.
Analysis of Student Work
Following the observation, PTs with SPs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work)
PTs (with SPs) analyze results, and describe achievements in relation to standards and learning goals, using C-7 Analysis of Student Work for the:
Class English Learner (Focus Student 1) Special Populations (Focus Student 2) Choice (Focus Student 3)
70
51
Summative Assessment
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student
Analysis Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
5252
Connecting Big Picture to Forms
Step Five:Summative Assessment (C-8 Part 1)
Summative Assessment Reflection (C-8 Part 2)
5353
Summative Assessment
• At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals.
54
Summative Assessment Feedback
TimelyTimely – students should receive timely feedback on all assessments to impact future learning
SpecificSpecific – student assessment criteria should be used to identify strengths and weaknesses
CorrectiveCorrective – students should know how to correct what is incorrect Students should be encouraged to self-assess and
monitor their own progress
55
Reflection and Application
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student
Analysis Step Five: Summative Assessment
Step Six: Reflection and Application You are here!
56
Reflection and Application
Read and highlight the key points in the Reflection directions.
Talk to your SP/PT about the purpose of the Reflection Activity, parts 1-4.
Share out key points, questions, or concerns, to your table group.
57
Walk-Through Sequence for Step 6
I. End of Inquiry Self-Assessmento Review all evidence collected during the Inquiryo Use the Continuum of Teaching Practice to mark
placement on E-2 documento Mark E-2 for all CSTP elements for which there is evidenceo Update E-3-6 Induction Standards
II. Reflection IIP(C-1) Cell 9o List specific evidence that impacted instruction/classroom
practice and student achievement, on Individual Induction Plan (C-1), Cell 9
III. Application IIP (C-1), Cell 10o Describe how new learning is applied to future practice, on
Individual Induction Plan (C-1), Cell 10
Reflection and Application
Review Cells 9 and 10 on IIP (C-1)Discuss:
How are Cells 9 and 10 connected to Cells 1-8? (And to Module E?)
What types of evidence will you use to document outcomes in Cell 9?
Discuss the application to future practice that will be identified in Cell 10.
What challenges do you anticipate as you complete Cells 9 and 10?
92
Closure
Take a few moments to think about what we did today…Work with your SP/PT and record your next steps or your “to do’s”
Your “Exit Ticket” is your completed evaluation for today’s learning opportunity!
59
A Closing Note
Please refer to your email for a Survey Monkey link and provide feedback on last week’s Inquiry
training. Thank you!
Recommended