Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

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Instructional Rounds: Our Schools Approach to Improving Our Teaching Practices. Harmony Elementary. Session Norms. Observe confidentiality Speak and listen with respect Monitor air time Be here 100% Be open, welcoming, and receptive to new ideas Believe all is possible. - PowerPoint PPT Presentation


<p>PowerPoint Presentation</p> <p>Instructional Rounds: Our Schools Approach to Improving Our Teaching PracticesHarmony Elementary</p> <p>Session NormsObserve confidentialitySpeak and listen with respectMonitor air timeBe here 100%Be open, welcoming, and receptive to new ideasBelieve all is possibleJigsaw: Learning From Instructional RoundsForm six-member groupsCount off 1 6Read your numbered section in article(5 minutes)Summarize and share your section with the group(5 minutes)</p> <p>Our Pre-workDefine the problem of practiceLooked at the dataDeveloped hypothesisPlanned for the transition from TAKS to STAARPlanned for increased rigorBook study: Instructional Rounds in Education: A Network Approach to Improving Teaching and LearningOur Discovery/Focus: Round 1The use of higher order questions.After Round 1:Refined StatementAfter our last instructional round, we have discovered we are asking many questions; however, most of the questions we ask students are at the knowledge and comprehension level. In order for our students to develop and use reasoning skills to be successful in learning, we must understand and deliver rigorous units of study. At Harmony Elementary, we are looking at ways to increase the use of higher order questions and reasoning skills from our teachers and students.</p> <p>Doing the WorkChoosing the staff for Instructional Round groupsVolunteers vs Volun-TOLDSWhich classrooms will you observe?Whos going to go on the first round?Who are your most positive people?Who is willing to grow and learn?Who will recommend their friends?</p> <p>Provide Research Material: OptionsDo We Understand the STAAR Definition of Rigor and Depth? Holly DuncanLearning from Instructional Rounds Elizabeth A. CityClassroom Questioning Kathleen CottonBlooms Taxonomy Alice Wellington RollinsInstructional Rounds in Education Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman &amp; Lee TeitelTeach Like a Champion Doug LemovGetting Ready: Set the NormsHarmonys example:Use descriptive voiceSeparate the person from the practiceHonor differences and accept where people are atReward opennessFocus on building the next level of work NOT judging the current level of workEVERYONE CAN IMPROVE</p> <p>Getting Ready Part II: Set the ScheduleHarmonys Example7:45 8:30Teams going on the IR will meet in the conference room to review the days procedure8:30 10:30Rotations of 15** minutes in each classroom w/built in break10:30 11:20Teams meet back in the conference room and begin to organize their data on chart tablets11:30 12:00LUNCH12:00 1:30Large group data organization1:30 2:00Make inferences based on data2:00 2:45Share out strategies/next steps for HarmonyGetting Set: Set the Expectations During ObservationsHarmonys example:Team members observe and may ask a few students some questions about their learning.Team members may not talk about observations until back in the conference roomAll observation notes stay with Mrs. Grams.Use a descriptive voice.GO! Collect the DataHarmonys data collection instrument:Time observed: ___________________Grade level observed: ______________Subject observed: _________________</p> <p>The students were:The teacher was:The task was:</p> <p>Independent Data AnalysisEach participant reviews their notes and generates 10 post-its of evidence to share with the group (teacher, student, task)Evidence is written to capture data collected across all visits (ex: 3/5 classrooms.)The Work Post ObservationsThis is where it gets toughIndependent data analysis:101010101010101010101010101010Teams then compare post-its and select/write 10 post-its that capture evidence of the full team.The work continuesGroup Data Analysis: Affinity Diagramming101010Patterns of Data:Trends&amp;Outliers</p> <p>TeachersStudentsTasksStill the workInferences and Next StepsUse the data to make inferencesWhen, where, and how can you share information with the faculty?How can the results of the Instructional Rounds be purposefully be acted upon so that school improvement is realized?Trends After 2nd RoundHarmonys Trends:Station work is mostly at a knowledge/comprehension level and some students could not explain their learning in stationsClassroom procedures were apparent and in place as evidenced by time management and smooth transitions between whole group, small group, and stations.Observed higher order questions/activities in math and only identifiable in ELAR during comprehension as evidenced in making predictions/connectionsEvidence of joint planning (vertical/horizontal)Sporadic real-life connections from teacher and studentsVaried methods of instruction: whole group, small group, stations, technology, and cooperative groupsFew students asked their own questions. They mostly answered teacher-generated questions and when they did answer questions, they didnt use complete sentences or academic vocabulary (except dual language), which created missed opportunities for extension of lessonsPost work: ACTION!Take actionWhat?How?Monitor/SuperviseAssess GrowthCelebrateStart Again</p> <p>Take Action:Commitment Forms (data meeting)IndividualThe trend I know I do well is:The trend I want to work on is:I plan to:</p> <p>TeamThe trend we want to work on isWe plan to:Take Action:Staff MeetingAccountability PartnersShared commitmentsJigsaw Teach Like a Champion (Lemov), chapter 1Observed each other over a period of a month 6 weeksTrends: Round 3Without Apology (Teaching Like a Champion) technique was used in most (90%-95%) of classroomsIn 21 out of 24 classrooms, a variety of graphic organizers are being usedReal-life connections are evident in 11 out of 24 (46%) of classroomsQuestions still remain in the mid to lower ranges of Blooms.13 out of 24 classroom teachers (54%) used a variety of strategies when calling on students. *The popcorn method was predominately used. (We, as a campus, need to define what the popcorn method looks like.)Students responded in complete sentences using academic and content vocabulary in 9 out of 24 classrooms (38%)Post work: ACTION!Take actionWhat?How?Monitor/SuperviseAssess GrowthCelebrateStart Again</p> <p>Take Action:Developed after Round 3Question Walk-through Form:The TeacherUses an appropriate mixture of questions (Blooms Taxonomy)Phrases questions carefully, concisely, and clearlyAddresses questions to the group then the individualPauses to give students wait timeUses a variety of strategies when calling on students (popsicle, choral, echo, individual/hands, popcorn, volunteer, think-pair-share, etc.)Allows students to answer questions rather than the teacher answering her/his own questions</p> <p>Question Walk-through Form:The studentsUses graphic organizers (First I would, Next I would, Then I would, Thinking Maps, word banks, academic organizers)Can explain their learning (stations/independent work)Make real-life connectionsUse complete sentences when answering questions (using academic and content vocabulary)Take Action After 4th Round: CO TeamAddedThe teacher uses the following strategies as listed in Teach Like a Champion (Lemov)No opt outRight is rightStretch itFormat mattersWithout apologyThere is evidence of using preplanned questions</p> <p>**Comments: Student Work (level of rigor)RememberUnderstandApplyAnalyzeEvaluateCreate (synthesis)</p> <p>Whats next for Harmony:2012-2013 School YearTwo formal rounds this yearAdded 2 curriculum coaches (who are classroom teachers)Identified curricular areas to focus on in addition to higher order questioning</p> <p>Continued professional development in content areasContinuing growth in small group instructionContinuing developing highly engaging &amp; differentiated environmentsQuestions</p>


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