HHS BiologyAngela McCormickTiffany JonesEnrique GarzaJohn Deleon (in spirit)

The Power of the PLC

Today’s Essential Question: What makes a PLC successful?

Before we begin…Tell your table about a personal “high” from the last week.

You may NOT talk about:◦Your campus◦Your staff◦Professional development◦“How are YOU not your program?"

You have two minutes.

Let’s reflect…How many people found it

difficult to think of a personal “high”?

If I asked you to think of a personal “low”, would that be difficult?

Being able to do this with our PLC is part of what makes us successful.

Four C’s of PLC success

Collaboration – how we work together to plan for learning

Communication – how we communicate with each other and with our students

Connection – how we connect new material to prior units and prior learning

Continuation – how we continue the learning after a unit is over

CollaborationEveryone’s input is both

requested and welcome.Everyone’s unique skill

set is critical to our success.

Everyone accepts a certain amount of vulnerability.

There is no “my students”… we only have “OUR students”.

Assigned (but flexible) Roles

Jobs are rotated every six weeks so that:

- Everyone has a chance to experience different roles (sometimes out of the comfort zone)

- No one feels burned out or overwhelmed by doing the same thing all year

Celebrate and Support

&

&Or...

At the end of every week, “the rock” is passed on to someone in PLC who made an awesome contribution to the team. The recipient is responsible for handing it off the following week.

“The roll” is given to someone on the team who may have struggled that week, but still “rolled with the punches”.

This ritual is very effective in helping us feel like a team. It allows us to celebrate and reinforce successes, and at the same time offers support to team members who may have felt isolated or overwhelmed.

CommunicationCentral to a successful PLC

1. With each other in PLC◦ Before, during, and after a unit

2. With students during class

Lesson Plan

Student

Mastery

Strategies

Scope and

Sequence

Making a Plan in PLC

1. Start with the TEKS and Scope and Sequence

Student Expectations    1  2  3  4  5  6 P

  1ST SIX WEEKS  

B.9A

Compare the structures and functions of different types of biomolecules including carbohydrates, lipids, proteins, and nucleic acids. (READINESS STANDARD)

10 R           1

B.9C

Identify and investigate the role of enzymes. (Supporting Standard)1 S           4

B.4A

Compare and contrast prokaryotic and eukaryotic cells. (Supporting Standard)

1 S           1

B.7G

Analyze and evaluate scientific explanations concerning the complexity of the cell. (Supporting Standard)

2 S 

      

3

B.4B

Investigate and explain cellular processes including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules. (READINESS STANDARD)

4 R     R     1

B.11A

Describe the role of internal feedback mechanisms in the maintenance of homeostasis. (Supporting Standard)

1 S   

      4

Days of instruction

R = Readiness Standard

S = Supporting Standard

Reporting Category

Six Weeks

Making a Plan in PLC

2. Create a “rough” 6 weeks calendar

◦ Look for testing days, pep rally days, etc.

◦ Consider the flow of concept to concept

◦ Utilize process skills (40% lab time)◦ When and how will students be

assessed?

3. Fill in the spaces (McCormick)

Week Monday Tuesday Wednesday Thursday Friday

1 First Day Intro

Policies/ Procedures continued

Lab Safety Characteristics of Life

(COL)

COL cont.**Assembly*

*

2 No School Prokaryote / Eukaryote

(SS)

Pro/Euk & Endo Theory

(SS)

Endosymbiotic Theory

(SS)

Cell size (intro

molecule transport)

3 Molecule transport

(RS)

Molecule transport

(RS)

Molecule transport

(RS)

Molecule transport

(RS)

Cell membrane worksheet / test review

4 Test Online textbook resources

(lab)

Biomolecule Energy/Foo

dHomeostas

is

Biomolecule function

(RS)

Biomolecule function

(RS)

5 Polymerization (RS)

Biomolecules (RS)

Carb/Lipid

Biomolecules (RS)

Biomolecules (RS)

Test

6 Biomolecules (RS)Protein

Biomolecules (RS)Protein

Biomolecules (RS)

Enzyme (SS)

Biomolecules (RS)

Enzyme (SS)

Biomolecules (RS)

Benefits of a “rough sketch”

Allows for backwards planningAllows for content to be fully covered

◦You don’t “run out of time,” which can occur if you’re only planning a week or 2 in advance

Allows you to intentionally implement various strategies at appropriate times

Allows for teacher autonomy ◦Allows you to target student weaknesses and

build skillsMany hands make light work

ConnectionScheduling / sketching / planning –

how does this affect student learning and success?◦Lets us see AS A TEAM how to make our

lessons intentional and purposeful in order to get students where they need to be

◦Lets us see AS A TEAM how and where we can present the information in different ways, build in time for labs & activities

ConnectionTwo main questions:

1. How can we connect this standard to prior learning?

Has is been covered before, or is it brand new? How does it connect to this unit and/or the previous

units? How does it connect to the “Big Ideas” in biology?

2. How can we connect this standard to real life?

Does it relate to something in pop culture? Does it relate to something currently in the news? Does it relate to something in a student’s daily life?

M9/1

T9/2

W9/3

R9/4

F9/5

No School Prokaryote / Eukaryote

(SS)

Pro/Euk & Endo Theory

(SS)

Endosymbiotic Theory (SS)

Cell size (intro

molecule transport)

M9/8

T9/9

W9/10

R9/11

F9/12

Molecule transport

(RS)

Molecule transport

(RS)

Molecule transport

(RS)

Molecule transport

(RS)

Cell membrane worksheet / test review

LAB

LABINQUIRY LAB

VIDEO/ ACTIVITY

HALLWAY REVIEW

FOLDABLENOTES/ VOCAB

VIDEO/NOTES NOTES*sort pics into

groups & explain to class*note-taking practice*cell theory (group/regroup)*HW/project assign

*look @ cells under microscope*why are there diff types of cells? Discuss & notes

*”Fat Tony” & claymation videos*create representation for Endo Theory (poster, video, skit, etc)*HW assign

*Surface area vs. Volume (agar cubes in phenolphthalein)

*debrief cell size lab*inquiry – making membranes*HW assign

*membranes, types of diffusion, types of solutions*concrete spelling

*gummy bears OR potatoes OR onion root*HW assign

*membrane/ diffusion foldable*Inquiry part 2?

*finish foldable?*hallway questions

ConnectionWord Walls

◦Help students see how vocabulary words relate

◦Help students see how concepts relate

Continuation

Test Analysis ScriptPerson A: I got ______ for question # ________.Person B: I got ______ for the same question.

Same Answer: Different Answers: Person A: Why did you

think that was the correct answer?

Person B: I thought this was correct because of _______________.

Person A: I thought this was correct because of ________________.

Person B: Do we still agree this is the correct answer choice?

Person A: Why did you think that was the correct answer?

Person B: I thought this was correct because of ____________________.

Person B: Why did you think that was the correct answer?

Person A: I thought this was correct because of _____________.

Person B: Which answer choice makes most sense?

Person A: I think answer choice ________ is correct because ____________________.

Person B: Do we agree on the correct answer?

Analyze Test Data•Student-driven analysis•by-question/by-standard •using notes & peer tutoring

•Teacher-driven analysis •Aware numbers tell us what needs spiraling

Continuation• Cycling back to old material– Repeating questions on

subsequent tests (where did we all struggle?)

– “Most Missed” Quiz– Bellwork (where did *I* struggle?)

Continuation•Review, Review, Review– Daily tutorials for content– Corrections (during Test Analysis or

during tutorials)– Hallway reviews, vocabulary

projects, etc.– BTP before STAAR

What is BTP?• Biology Tutoring Program• An after school peer-tutoring program to help students that are going to take the Biology STAAR• Inspiration: Sheltered/ELL students and low student-teacher ratio

Tutor Recruitment:How can you help us?

•You are the FIRST!•Patience•Ideas and Suggestions•Positive Role Model•HELP these students•Don’t give up!

•Who: Motivated, Dedicated, Intelligent, Disciplined and “Proud-To-Be-A Buffalo” students interested in Biology Course Extra-Credit and/or Community Service Hours. •When: Mondays/Wednesdays from 3pm – 4pm •Why: –Resumes, College Applications, and Scholarships–Make a difference in another student’s education

by helping them prepare for the Biology STAAR End of Course Exam.

Tutor Recruitment:How can you help us?

Tutors-In-Training Recruitment:How can we help you?

•Announcements•Extra Credit•One-on-One Attention•Twice a Week

Conclusion• When WE don’t mesh our students aren’t as successful, and it shows in the numbers.

• Example: GENETICS Unit (B.6F) – 11 days• 6 days: one or more team members out• Planned slightly in advance; lots of “last minute”• Differences in activities due to specific teacher

schedules rather than differentiation• 37.83% on ‘15 Spring EOC (46% in 2014)

Conclusion• When we work as a team, our students rock.

• Example: VIRUS Unit (B.4C) – 5 days• 1 day: one team member out• Planned well in advance• Differences in activities due to teacher

differentiation, but basically the same in every classroom• 71.29% on ‘15 Spring EOC (52% in 2014)

Conclusion• IT ALL STARTS WITH YOU (administration)!• PLC’s will function best if you don’t take away their autonomy.– As long as the team knows what’s going on and

your kids are successful…– “Here’s your goal – how you get there is up to

you, but let me know if you need anything.”• Rock & Roll!

QUESTIONS