Transcript Becoming Familiar with the Core Issues

Becoming Familiar with the
Core Issues
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CFC Conceptual Tools
• Core Issues of Lesson Design and Reflection framework for rigorous instruction
• Criteria for Coaching Practice a framework for effective coaching
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a
The Content-Focused Coaching® Model
Content-Focused Coaching® is the regular, on-going
examination of classroom practice in a content area
through the lens of the Core Issues.
•Focuses on the concrete, actual tasks, questions, and
problems of practice
•Provides educators with an opportunity to learn from
each other and develop common habits of reflective
practice
•Contributes to the development of a collaborative
learning community
•Promotes high achievement for all students
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Intended Learning
•
To become familiar with the Content-Focused
Coaching® Core Issues of Lesson Design and
Reflection.
•
To understand the relationship between the Core
Issues and the Principles of Learning.
•
To consider how teachers and coaches can
become more familiar with and comfortable using
the Core Issues.
•
To begin to understand how the Core Issues can
assist teachers and coaches in providing rigorous
instruction for all students.
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Framework for Rigorous, Standards-based Instruction
Standards
Curriculum
Teaching Models
Strategies
Methods
WHAT?
HOW?
WHO?
Theories of
Teaching &
Learning
WHY?
Knowledge
of
Learners
Educational Philosophy
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Framework for Rigorous, Standards-based Instruction
WHAT?
HOW?
What will be the specific
content of this lesson?
How will that
content be taught?
WHO?
WHY?
Why is this the
content to be taught?
Why is the
content taught in
this particular way?
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Klafki (1958,1995)
Aebli (1951, 1987)
Core Issues of Lesson Design and Reflection
1.
2.
3.
4.
WHAT?
What is the intended student learning?
What are the concepts and habits/skills being developed?
To what standard(s) is the lesson content connected?
What difficulties, misunderstandings, or misconceptions might students have about this content?
What theories of teaching and learning support this lesson design?
HOW?
5. How will the teacher model/explain clear expectations for the students’ learning?
6. How will each activity promote rigorous thinking?
7. How will each activity apprentice students in using the intended concepts and habits?
8. How will students be grouped for learning? How it the grouping related to the concepts and habits?
9. How will students be engaged in talk that holds them accountable to the intended learning in a
collaborative community of mutual respect?
10. How will students make public their thinking and learning?
11. How will differentiated assistance be provided to individual students (struggling students as well as
those needing an extra challenge)?
12. How will student learning be assessed by the teacher and by the students themselves?
13. How will student accomplishment be recognized?
14. How will the teacher do things differently the next time? How will instruction proceed from here?
WHY?
15. Why are these concepts and habits appropriate to the students’ learning needs and prior knowledge
at this time?
16. Why are these instructional strategies/learning activities appropriate to the lesson goals for these
students?
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Core Issues of Lesson Design and
Reflection
WHAT?
•
What is the intended student learning?
•
To what standards is the lesson connected?
•
What difficulties might the students have
with this content?
4. What theories of teaching and learning
support this lesson design?
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Core Issues of Lesson Design and
Reflection
HOW?
5. How will teacher model/explain clear expectations for student
learning?
• How will each activity promote rigorous thinking?
• How will each activity apprentice students?
8. How will students be grouped for learning?
9. How will accountable student talk and collaboration
be encouraged in atmosphere of respect?
10. How will students make public their thinking and learning?
11. How will differentiated assistance be provided?
12. How will student learning be assessed?
13. How will student accomplishment be recognized?
14. How will teacher do things differently the next time?
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Core Issues of Lesson Design and
Reflection
WHY?
•
Why are the lesson concepts and habits
appropriate to the students’ learning needs and prior
knowledge?
16. Why are these instructional strategies/
learning activities appropriate to the
lesson goals for these students?
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Core Issues as a Framework for Rigorous
Instruction
WHAT?
HOW?
Content
Instruction
• intended learning
• expectations
• standards
WHO?
Students
WHY?
Assessment
• why this content
• why this way
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• model
• group
Principles of Learning
•
•
•
•
•
•
•
•
•
Organizing for Effort
Clear Expectations
Fair and Credible Evaluation
Recognition of Accomplishment
Academic Rigor in a Thinking Curriculum
Accountable Talk® Practices
Socializing Intelligence
Self-Management of Learning
Learning as Apprenticeship
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Linking the Core Issues and the POL
Core Issues #1,2,3,4,6,12: Academic Rigor
Core Issue #5, 12:
Clear Expectations
Core Issues #7, 9:
Learning as Apprenticeship
Core Issue #6, 7, 8, 11:
Organizing for Effort
Core Issue #9, 10:
Accountable Talk® Practices
Core Issue #8, 9, 10:
Socializing Intelligence
Core Issues #10,11,13,15: Fair and Credible
Evaluation
Core Issue #12:
Self-Management of
Learning
Core Issue #13:
Recognition of
Accomplishment
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Linking the Core Issues and the POL
Principles of Learning
• general principles that should
guide instruction
Core Issues
• a tool to help plan lessons that
embody the Principles of Learning
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Intended Learning
• To become familiar with the Core Issues by
identifying them in the context of a reading
lesson pre-conference.
• To understand the relationship between the Core
Issues and the Principles of Learning.
• To consider how teachers and coaches can become
more familiar with and comfortable using the Core
Issues.
• To begin to understand how the Core Issues can
assist teachers and coaches in providing rigorous
instruction for all students.
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© 2013 University of Pittsburgh
Context of the Video Example
Content:
Teaching Self-Monitoring to Promote
Comprehension in Reading
Workshop
Grade:
4
Teacher:
Stacey Paulson
Coach:
LaDawn Baity
School:
McMeen Elementary School
Denver Public Schools
Segment:
Pre-conference
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Norms for Collaborative Study
Goal of all professional conversations: to advance
our own learning, not “fix” the practice of others
•Facilitator chooses lens for study.
•Agree to read/watch through the designated lens.
•Cite specific examples from text or video.
•Build on others’ ideas.
•Use language that is respectful of those in video and in
group.
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Module Directions
•
•
•
•
Review the Core Issues.
Watch the videotape and study the transcript to
identify the Core Issues being addressed by the
coach and teacher, as a whole group and with a
partner. Capture the language on the Core Issues
form.
Each table will present its thinking about a set of the
Core Issues.
The whole group will discuss the final questions on
the task sheet.
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Discussion Question #1
Which Core Issues were addressed in this preconference by the coach and the teacher?
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Which Core Issues were Addressed?
LaDawn:
Stacey, you’ve been doing a lot of work, and you and I have worked
together on thoughtful considerations for lesson design, so I wanted you to talk
to me a little bit today about what you planned and why you planned it. So
could you talk first of all about the intended student learning?
Stacey:
Well, a little bit of background, I’m working with the boys and girls in
Ms. Hilbert’s class. I’ve done lots of individual conferences and guided groups,
and what I’m noticing is that a lot of the students are not self- monitoring, and
what I mean by that is they’re just reading right through words. They're not
thinking about, and stopping to think about meaning, or I also noticed, too, in
the sense of self-monitoring, they’re just kind of mumbling through words. It’s
more about reading through the whole page, getting done with the page, getting
done with the book, than about the meaning. So, then what I thought about,
once I made those observations, is how can I help these 4th graders to start to
self-monitor and to give them a couple of strategies that they can hopefully do
naturally after my modeling, to try not only in independent reading, but also
possibly in their guided reading groups as well. So, the strategy then, um, the
intended learning is that when a student is reading, and they come across a
word that they mumble through, or they come across a word that they don’t
know and they’re giving it their best shot, to ask themselves two questions. The
word, or whatever they said, does it make sense in the sentence, in the context
of the story? And also, does it sound right? With our second language
learners, too, using some of that sounding what language sounds like to help
them figure out what words they’re having difficulty with.
LaDawn:
So, talk about how you might model or make clear for the students what
that intended learning is.
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Which Core Issues were Addressed?
1.
What is the intended student learning?
What are the concepts and habits/skills being developed? How are they
connected?
self-monitoring strategies, for independent reading, ask two questions,
Does it make sense? Does it sound right?
15.
Why are these concepts and habits appropriate to the students’ learning
needs and prior knowledge at this time?
noticing in individual conferences and guided groups that students are not selfmonitoring, not stopping to think about meaning, mumbling through words, trying just to
get through, get done with the page or the book
5.
How will the teacher model/explain clear expectations for the students’
learning?
read a text, stumble on a word, think aloud about the sound and meaning,
have the students join in, try it in pairs with a page from the book
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Summary Points: Which Core Issues were
Addressed?
#1 intended learning: how to notice and what to do when text doesn’t
make sense
#2 standards:
#3 difficulties: English learners might not recognize sound or meaning
#4 theories of teaching and learning: strategy-based approach to
comprehension instruction
#5 teacher model: think aloud about unknown words’ sound and meaning
#6 rigorous activity: challenging text for group practice, apply new
learning to independent text
#8 grouping: whole group, partners, independent
#9 respectful collaboration: partners, share
#10 make thinking public: partners, conferring, whole group share
#11 differentiated assistance: modeling, listening in on partner work,
conferring
#12 assessment: monitor during partner, independent work, and share
#15 needs and prior knowledge: mumbling, skipping words
#16 activities match lesson goals: self-monitoring questions
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Summary Points: Which Core Issues were
Addressed?
• The Core Issues were not addressed in any particular
order.
• Not all Core Issues were addressed.
• The coach made flexible decisions about which Core
Issues to address, and when.
• The coach and teacher are working to internalize the
Core Issues.
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Using the Core Issues
They are…
• A mental map of core
instructional issues
• A frame for an instructional
conversation between a
teacher and a coach
• A way for a teacher to
share his/her thinking and
planning for the lesson
• A tool for keeping the
focus on the intended
student learning rather
than on what a teacher is
doing “right” or “wrong”
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They are NOT…
• A checklist: Every
conversation does not have to
discuss each of these
questions, or in any order
• Exhaustive: There are many
other specific questions a
coach or teacher may pose for
discussion during a preconference
• Meant to be used verbatim:
The selection and the wording
of the issues and questions
need to be adapted based on
the needs of the coach,
teacher and students
Discussion Question #2:
How can teachers and coaches become
more familiar with and comfortable using
the Core Issues?
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Summary Points: How can teachers and coaches
become familiar with and comfortable using the
Core Issues?
• Make them public for the entire faculty.
• Focus on a few at a time.
• Talk about them in grade level team meetings, faculty
meetings, parent meetings.
• Use them to plan professional development.
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Reflection
1.
How can the Core Issues assist teachers and
coaches in providing rigorous instruction to all
students?
2.
What questions or concerns do you have about
the Core Issues?
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Reflection: How can the Core Issues assist
teachers and coaches in providing rigorous
instruction to all students?
• Comprehensive: They provide a wide-ranging set of
instructional considerations, including content,
pedagogy, and assessment.
• Coherent: They can become a consistently-used
framework throughout the school.
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Long-range goal: Core Issues as Habits
of Mind
Internalizing the Core Issues as habits of reflective
practice will support teachers in:
• providing rigorous, standards-based instruction
• enacting the Principles of Learning in classroom
practice
• promoting high student achievement
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© 2013 University of Pittsburgh