myPerspectives © 2017 Implementation Essentials 12

myPerspectives © 2017 Implementation Essentials Participant Guide

Copyright © 2016 by Pearson Education, Inc. All Rights Reserved. 1

myPerspectives © 2017 Implementation Essentials Grades 6–12

Professional Development

Participant Guide

Copyright © 2016 by Pearson Education, Inc. All Rights Reserved. Printed in the United States of America.

This publication is protected by copyright, and permission should be obtained from the publisher prior to any

prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions,

request forms, and the appropriate contacts within the Pearson Education Global Rights & Permissions

Department, write to Pearson North America School Services, 1900 E. Lake Ave., Glenview, IL 60025.

ISBN: 122210



Table of Contents

Session Information

Outcomes ................................................................................................................................ 3

Agenda .................................................................................................................................... 3

Session Modules

Introduction ............................................................................................................................. 4

Module 1: Improving Learning ................................................................................................ 5

Module 2: Unit Structure ...................................................................................................... 11

Module 3: Digital Perspectives ............................................................................................ 13

Module 4: Planning for Instruction ....................................................................................... 15

Click Path ................................................................................................................................ 20

My Pearson Training .............................................................................................................. 23

Evaluation ............................................................................................................................... 23

References .............................................................................................................................. 24



Session Information

Outcomes

By the end of the session, you will be able to

utilize specific program design knowledge to inform instruction and frame classroom practice;

analyze the unit structure to uncover the role of the teacher in a student-centered classroom and the embedded strategies that support student interactions;

effectively integrate print and digital program components into instruction; and

apply best practices for usage and recommended implementation strategies.

Agenda

Introduction

Module 1: Improving Learning

Module 2: Unit Structure

Module 3: Digital Perspectives

Module 4: Planning for Instruction

Reflection and Closing



Introduction

Activity: Knowledge Survey

Directions: Read the statements. Write True or False next to each statement.

True or False? Statements

1. Increasing student engagement decreases student achievement.

2. Our interactions with texts, media, and/or peers can help us see things differently and learn different perspectives on topics.

3. Each unit provides multi-genre texts that are topic-based and driven by an Essential Question with all readings and activities building to the mid-year assessment.

4. Close reading is about speeding readers up, so they approach text in a deliberate, critical, and reflective way.

5. Integrated literacy instruction and strategies let students make meaning of texts, develop language skills, express themselves effectively, and build content knowledge.

6. In myPerspectives™, every unit is structured consistently, with every activity purposefully designed to prepare students for the Performance-Based Assessment. Activities are written specifically for each learning environment (whole class, small group, independent) so students maintain their engagement.

7. The role of the teacher and student shifts across the myPerspectives™ unit from Teacher → Assessor → Advisor → Facilitator.



Module 1: Improving Learning

Activity: Evolving Perspectives

Directions

1. Read Section III: Student-Centered Learning and Section IV: Supporting the Role of CollaborativeEducators from the myPerspectives Research Base document (page 6 in this guide).

o For the first read, use the First-Read Guide (page 7 in this guide).

o For the second read, use the Close-Read Guide (page 8 in this guide).

2. Peruse the Unit Concepts and Essential Questions displayed around the room. Select a questionyou are interested in discussing for this activity.

Grade Level

Unit Concept

Essential Question

3. Reflect on and record your own perspectives on the Unit Concept and Essential Question. Usingthe space provided below, cite experiences, texts, media, and current events that have influencedyour perspective.



myPerspectives Research Base

III. Student-Centered Learning Learners must be active in their construction of knowledge in order to cultivate awareness through their actions and experiences in the world (Fosnot & Perry, 2005; DeVries & Kohlberg, 1997). When student centered learning opportunities are implemented properly, students experience a multitude of positive outcomes including increased motivation, deeper retention of knowledge, greater understanding, and improved attitudes towards the subject being taught (Collins & O’Brien, 2003). In recognizing that prior experiences and wisdom are valued as integral components of the learning process, students are given permission and tools to make connections and choices that influence future learning. Indeed, McCombs and Whistler (1997) state that a student centered learning environment allows learners to be treated “as co-creators in the learning process, as individuals with ideas and issues that deserve attention and consideration.” When students are able to take ownership of their unique learning processes increased engagement follows (Benson, 2001). The myPerspectives interactive student addition allows for seamless, self-guided, exploration of each unit. Students have easy access to background, author and standards information. The integrated notebook allows learners to take notes, highlight text, apply close reading strategies and download interactive resources while investigating over 100 literary selections. Effective Expressions activities encourage the sharing and defending of ideas, creative collaboration, and personal, project based exploration. IV. Supporting the Role of Collaborative Educators The 21st century language arts teacher must make learning relevant for students; they must address the complex, multicultural lives their students live both in and out of school if they want their students to remain engaged and to actively seek meaningful learning experiences (Alvermann, 2003, 2004). It’s no longer enough to get students to extrapolate on what things “mean,” but rather good educators must find ways and approaches to teaching that explore what things mean to their students (Morrell & Scherff, 2015). Teachers must reflect on how their students are thinking and learning, rather than focusing on what they prefer to teach, if they expect students to achieve high literacy levels. This requires a willingness to hand over, at least in part, a portion of the teaching to the student, to embrace new ways of facilitating a unique learning process, and envisioning ways of differentiating instruction that speak to local contexts (Moje et al., 2004, Scherff & Piazza, 2008/2009; Souto-Manning, 2010). Educators must become willing collaborators with their students; they must create the arena in which students define and achieve meaningful literary experiences for themselves. myPerspectives provides teachers with the tools they need to effectively support student learning while allowing students to maintain a level of choice and freedom in their literary pursuits. Whole class learning opportunities let teachers model key concepts as the class broadens their perspective of the unit topics. Small group and independent learning opportunities set the stage for collaboration and creative, student drive instruction.



First-Read Guide



Close-Read Guide



Activity: Take a Look

Directions: Locate the Unit 1 Introduction in your Teacher’s Edition. Follow the two steps outlined below as you take a look at the Introduction. Note the Introduction pages are in gray and found on pages 2–9.

Step 1: Without reading the pages, flip through the Introduction. Record a few words or phrases that

come to mind as you look at that part of the unit.

Step 2: Return to the beginning of the Introduction. Examine the Introduction again, this time looking at

the headings, and answer the following question. Then fill in the table on the following page.

What did you notice that will help shape your students’ perspectives?



What Do You See the Teacher Doing?

What Do You See the Student Doing?



Module 2: Unit Structure

Activity: Comparing the Learning Elements

Directions: Compare the Whole-Class Learning and Small-Group Learning elements in your Teacher’s

Edition. Feel free to tab the pages with sticky notes and mark up (circle or underline) the pages as you follow the steps below.

For each element:

1. Locate the Overview pages and read the teacher notes in the side margins. Look at the Pacing

Plan at the bottom of the pages and notice the number of days this section will take you. Take note of the selections the students will be reading.

2. Turn to the Planning pages for the first selection. Review these sections: Lesson Resources for

Making Meaning, Language Development, and Effective Expression.

3. Turn to the Personalize for Learning pages. Read the support information.

4. Turn to the green Teaching pages for the first selection and read the teacher notes in the side margins.

5. Turn to the orange Teaching pages for the Performance Task and read the teacher notes in

the side margins.

6. Compare the two learning elements and answer the questions below in the Compare-Contrast Text Frame.

Whole-Class Learning Small-Group Learning

What do you notice about this element?



Whole-Class Learning Small-Group Learning

What is the teacher doing?

What is the student doing?

What assessments

are used?



Module 3: Digital Perspectives

Activity: Discuss It

Directions: Write your response to the question below before sharing your ideas.

What elements of the P21 framework are represented in myPerspectives™?

Activity: Search and Learn

Directions: In this activity, you will explore the digital resources included in myPerspectives™ through

the eyes of both a student and a teacher. With a grade-level partner, complete the two-part activity on

Pearson Realize™. Follow the steps outlined on the next page.



Part A: Explore as a Student

Step 1 Log in to Pearson Realize™ as a student.

Step 2 SEARCH Search for the digital student resources.

Listen/watch/view the digital resources.

Think about how you will integrate the digital perspectives in your classroom.

Step 3 LEARN Take notes about how the resources will engage your students.

Part B: Explore as a Teacher

Step 1 Log in to Pearson Realize™ as a teacher.

Step 2 SEARCH Search for the digital teacher resources.

Listen/watch/view the digital resources.

Think about how you will integrate the digital perspectives in your classroom.

Step 3 LEARN Take notes about how you may use the resources to help your students make meaning of the texts, understand the language, and/or respond to the texts.



Module 4: Planning for Instruction

Activity: Performance Analysis

Directions: Briefly review the Characteristics of Students Who are College and Career Ready outlined

on the following pages. Consider the Unit Goals, Academic Vocabulary, Performance Task (Writing Focus), Performance Task (Speaking and Listening Focus), and Performance-Based Assessment in your unit. Identify places in the goals and assessments that require College and Career Ready characteristics. Take notes in the table below.

College and Career Ready Characteristics

Notes

They demonstrate independence.

They build strong content knowledge.

They respond to the varying demands of audience, task, purpose, and discipline.

They comprehend as well as critique.

They value evidence.

They use technology and digital media strategically and capably.

They come to understand other perspectives and cultures.



Characteristics of Students Who are College and Career Ready

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.



They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

(NGA CCSSO 2010)



Activity: Planning Instruction

Directions: Gather your grade-specific Teacher’s Edition. In grade-level groups, select an upcoming unit and plan using the graphic organizer below.

Unit Elements

Notes

Introduction

What information will you include on your Unit 1 bulletin board?

What digital resources will you use during this element?

Whole-Class Learning

How will you teach Whole-Class Learning?




Unit Elements

Notes

Small-Group Learning

How will you facilitate Small-Group Learning?


Independent Learning

How will you advise during Independent Learning?

How will you keep students engaged during this element?

Performance-Based

Assessment (PBA)

What is the Performance-Based Assessment assignment?

What evidence can students use from the unit to assist them on the PBA?



Click Path

Navigate Pearson Realize™ Click to Discover

Sign in to PearsonRealize.com.

My username is ________________________________________.

My password is ________________________________________.

Tech Support: 800-234-5832

Explore your account. This is the Pearson Realize™ home page. The person icon in the upper-right corner will give you access to the following options:

Settings (including account information and availableprograms)

Help (with the Pearson Realize™ platform, includingdirections on how to set up a class and add students)

Announcements (including new features or updates to theprogram)

Sign out of the program

You may click the circles or the top tabs to navigate to these areas:

Programs (to view all program resources)

Classes (to add a class or students or see assignments)

Data (to view online assessment results)

Explore program resources. To browse program resources, click the resource.

Next, explore the Table of Contents, Standards, eText, and Tools

tabs.

Explore the assessments. Available assessments:

Selection Tests

Unit Tests

Beginning, Middle, and End-of-Year Tests

Next-Generation Practice Tests

Next-Generation Performance Tasks

ExamView®

http://pearsonrealize.com/




Explore the unit resources.

Program-Level Resources

Unit Resources

Explore myPerspectives+.

myPerspectives+:

Digital Library

Trade Book Lesson Plans

English Learner/High Interest Support

Graphic Organizers and Rubrics

Conventions

Reading Skills and Literary Analysis

Standards Practice

Writing and Research

Speaking and Listening

Academic Vocabulary and Word Study

Explore teacher resources.

Teacher resources (located next to the Table of Contents):

Current Events

Professional Development Center

Explore the Tools drop-down menu.

Tools:

EssayScorer

Release Notes

Plagiarism Checker

myGen




Explore the Interactive Student Edition.

Interactive Student Edition:

Menu

Unit Structure

Explore the Interactive Teacher’s Edition.

Interactive Teacher’s Edition:

Unit Structure

Pacing Plan

Essential Questions

Using Trade Books

Current Perspectives

Home Connections

For more information on Classes and Data, visit www.mypearsontraining.com.

http://www.mypearsontraining.com/



My Pearson Training Visit www.mypearsontraining.com for your one-stop, full-service, 24/7 training website. It’s included as part of your training package! My Pearson Training brings together comprehensive training materials and provides access to thousands of innovative and effective live and on-demand resources. Access it as much as you want with no limitations. Once you register, the online training you complete will appear on your personalized transcript.

Evaluation

http://www.mypearsontraining.com/



References

National Governors Association Center for Best Practices (NGA Center), Council of Chief State School Officers (CCSSO). 2010. “Common Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language.” Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Accessed June 9, 2016. http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/ Partnership for 21st Century Skills. 2016a. “Framework for 21st Century Learning.” Accessed June 7, 2016. http://www.p21.org/about-us/p21-framework

Partnership for 21st Century Skills. 2016b. “P21 Framework Definitions.” Accessed June 7, 2016. http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf

Acknowledgments

Grateful acknowledgment is made to the following for copyrighted material:

Pearson Education, Inc.

Excerpts from myPerspectives™: Grade 7, Unit 3 Teacher’s Edition, copyright © 2017 by Pearson Education, Inc.

Excerpts from myPerspectives™: Grade 6, Unit 3 Student Edition, copyright © 2017 by Pearson Education, Inc.

Excerpts from myPerspectives™: Trade Books, copyright © 2017 by Pearson Education, Inc.

Note: Every effort has been made to locate the copyright owner of material reprinted in this workshop. Omissions brought to our attention will be corrected in subsequent editions.

http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/

http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/

http://www.p21.org/about-us/p21-framework

http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf

Documents

myPerspectives © 2017 Implementation Essentials 12