Jack C. Damron, Executive Director

Region One Education Service Center

Dr. Janice Wiley, Deputy Director

Instructional Support Services (956) 984-6021

Hermelinda Hesbrook, Administrator

Office of Curriculum, Instruction & Assessment (956) 984-6151

Texas Education Service Center Curriculum Collaborative

Trainer of Trainers - Module 4 Professional Teaching and Learning Cycle Vocabulary Strand

By the end of this session..

Participants will: • examine the Professional Teaching and Learning Cycle (PTLC) as a strategy, • engage in a process to create a clear focus for all school and district professional development days and sessions, • determine the implications of using the PTLC as an alignment strategy, and • create an action plan to introduce the PTLC to your district and/or school.

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By the end of this session..

Participants will understand that : • effective vocabulary instruction does not rely on definitions • students must represent their knowledge of words in linguistic and nonlinguistic ways • vocabulary instruction has a profound effect on student comprehension of academic content.

Participants will • engage in a six step process for effective vocabulary instruction.

Based on:

Marzano, R. J. (2004).

Building Background Knowledge for Academic Achievement: Research on What Works in Schools

. Alexandria, VA: ASCD.

5

Norms for today

• Teams must have clearly defined expectations for their work. • These expectations must communicate clearly to everyone what processes, rules and procedures will guide and govern the work of the group. 6

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Activity 1:

Talk-a-Mile-a-Minute

• Partner A faces the screen.

• Partner B faces away from the screen.

• Partner A gives clues from list on screen that pertain to a category.

• First group to finish raises hand and -wins after responses have been verified.

• Alternate partners with next category on screen.

Things associated with weather

Tornado Hurricane Cold front Cumulus clouds Sleet Barometer El Nino 8 Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

Things associated with oceans

Waves Moon Algae Pacific Ships Tropical fish George Clooney 9 Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

1

Ghandi Mother Teresa

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10

3

Nelson Mandela

Billie Jean King 2

[Digital Image] www.une.edu/com/rsas/newsletter/sept06.asp, Downloaded 07/18/2007.

WHO AM I?

Famous People

CLICK HERE

Harry Truman 7

[Digital Image] commons.wikimedia.org/wiki/Image:Harry truman.jpg, Downloaded 07/18/2007.

5 Dr. Martin Luther King, Jr.

6 Princess Diana

[Digital Image] http://en.wikipedia.org/wiki/Diana,_Princess_of_Wales, Downloaded 07/18/07

Activity 2: Free Association

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Who is SEDL?

• The Southwest Educational Development Laboratory (SEDL) is a nonprofit educational research and development corporation based in Austin, TX. • Improving teaching and learning has been at the heart of SEDL’s work for nearly 40 years. • SEDL conducts research and develops products that lead to better teaching, increased learning, and improved student performance.

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SEDL Findings

Low Performing Schools

• Attribution of problems to external factors • Little use of data to drive decisions • Little attention to systemic alignment of curriculum, instruction and assessment to state standards • Fragmented, unfocused professional development 13 • • Limited content and pedagogical knowledge

Culture of isolation

Applying Research to Practice

• A “guaranteed and viable curriculum” is essential (Marzano, 2003) • Goals of the National Staff Development Council – Encourage teacher collaboration – Focus on job-embedded learning – Use a systemic improvement strategy – Tie learning to a set of standards – Monitor progress of teachers and students Marzano, R. (2003).

What works in schools: Translating research into action

. Alexandria, VA: ASCD.

14

Activity 3: Readings

1.

2.

3.

4.

Read the assigned article “Evens” read

The Professional Teacher and Learning Cycle

“Odds” read

What is a PLC?

Complete graphic organizer handout Share with the group As a group, create a graphic organizer that represents understanding of both articles 15

What is the PTLC?

The professional teaching and learning cycle is a six-phase process that teachers use for collaboratively planning and implementing lessons that are aligned to their state standards.

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Used with Permission: Southwest Educational Development Laboratory. (2006).

Professional Teaching and Learning Cycle: A Facilitator's Guide

. Austin: SEDL..

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STUDY

The standards and agree on student learning expectations

Phase I: Study

Teachers work in collaborative planning teams (grade-level, vertical, or departmental) to critically examine and discuss the learning expectations from the selected state standards. Teachers working collaboratively develop a common understanding of the following: • The concepts and skills students need to know and be able to do to meet the expectations in the standards.

• How the standards for a grade or course are assessed on state and local tests.

• How the standards fit within a scope and sequence of the district curriculum.

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Phase I: Study

Team Meetings

• Where do the teams meet?

• When do the teams meet?

• Who is on the team?

• How are teams structured?

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Phase I: Study

Developing Norms • ground rules for how the team will work together • respect for fellow team members • enables the group to focus on what needs to be done rather than how things should be done • While the group works collaboratively to gain skill and understanding in how to improve learning, it is the individual’s contribution to the group that makes that possible.

• results in greater productivity 21

Phase I: Study

Developing Norms • Attendance • Timeliness • Participation • Interruptions • Preparation • Decision-making • Communication 22

Phase I: Study

Protocols • Protocols are structures that enable educators to look carefully and collaboratively at students’ and teachers’ work in order to learn from it.

• Protocols – Provide a structure for conversation • a series of steps/questions that a group follows in fixed or recursive order, – Specify the roles for different people in the group • facilitator, presenter, and participants 23

Phase I: Study

Facilitator’s Role • assist the collaborative team in maintaining coherence in planning, • focusing on how their lesson will address the TEKS, and • developing questions to assist lesson observers in gathering evidence of student learning.

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Phase I: Study

Knowledgeable Other’s Role • Each lesson study team also needs a "knowledgeable other" to provide perspective and a broader view of the issues. • These individuals may also be known as outside commentator, evaluator, or outside advisor. • Knowledgeable others bring a depth of expertise in the given content area but they could be district-wide curriculum specialists or specialists from a regional education agency.

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Monitoring and Reviewing

The PTLC Innovation Configuration (IC) Map

In most change efforts, different people have surprisingly different images of what full implementation looks like. . . One way to (develop consensus) is to develop an innovation configuration map.

An innovation configuration map is composed of “word picture” descriptions of different operational forms of an innovation or change.

Hall, G. & Hord, S. (2006).

Implementing change: Patterns, principles and potholes

. Boston: Allyn & Bacon.

27

The PTLC Innovation Configuration (IC) Map Southwest Educational Development Laboratory. (2006).

Professional Teaching and Learning Cycle: A Facilitator's Guide

. Austin: SEDL © 2007, Region One ESC, a TESCCC Partner 28

Using the PTLC Innovation Configuration Map

• Develop a common understanding of the PTLC process • Decide how to use the IC – To initiate dialogue about implementation • Who? What? When? Why?

– Monitoring tool to gather data • Who? How often?

• Summarize data – Focus on school data, not individual data • Share data – Look for trends and patterns © 2007, Region One ESC, a TESCCC Partner 29

Sample PTLC IC

© 2007, Region One ESC, a TESCCC Partner 30

Phase I: Study

• Simulation Develop a clear and common understanding of their Vertical Alignment Documents • • • Vertical Alignment Document Assessment Data Phase I Questions 31

Phase I: Study — Simulation 32

Student Data

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Open-ended TAKS Questions

© 2007, Region One ESC, a TESCCC Partner 34

Phase I: Study Simulation

• Innovation Configuration Map Assess the Study Phase using the Innovation Configuration Map 35

Brain Break

36

4 1 diameter 2

6/12 1/3 3/4 14/16

percent hypotenuse 3 fraction

CHECK YOUR KNOW HOW?

Click Here

pentagon octagon 6 5 bar graph Math

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7

SELECT

instructional strategies and resources to meet expectations

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Phase II: Select

Collaborative planning teams research and select instructional strategies and resources for enhancing learning as described in the standards. Teachers working collaboratively: • Identify effective research-based strategies and appropriate resources that will be used to support learning in the selected state standards.

• Agree on appropriate assessment techniques that will be used to provide evidence of student learning.

© 2007, Region One ESC, a TESCCC Partner

Phase II: Select

Consider this… • Vocabulary instruction in specific content area terms builds up a student’s background knowledge.

• Background knowledge is more important to comprehension than I.Q.

© 2007, Region One ESC, a TESCCC Partner 40

Phase II: Select

A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another.

Step 6: Involve students periodically in games that allow them to play with terms.

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Phase II: Select Simulation

1. Select the instructional strategies and resources that will be used to teach the selected student expectations in the Instructional Focus Document.

2. Agree on appropriate assessment techniques that will be used to provide evidence of student learning.

• • Instructional Focus Documents Phase II Questions © 2007, Region One ESC, a TESCCC Partner 42

Phase II: Select Simulation Instructional Focus Document 43

Phase II: Select Simulation Year-at-a-Glance 44

Phase II: Select Simulation

• Innovation Configuration Map Assess the Select Phase using the Innovation Configuration Map © 2007, Region One ESC, a TESCCC Partner

PLAN

lessons that include a common assessment

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Phase III: Plan

Collaborative planning teams work together to formally plan a lesson incorporating the selected strategies and agree on the type of student work each teacher will take to the Analyze phase to use as evidence of student learning.

Teachers working collaboratively: • Develop a common formal plan outlining the lesson objectives (relevant to the standards), the materials being used, the procedures, the time frame for the lesson, and the activities in which students will be engaged.

• Decide what evidence of student learning will be collected during the implementation through Performance Indicators.

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Phase III: Plan Simulation

• • • • 1. Plan/review a common lesson that includes a common assessment Lesson Campus Resources District Resources Questions © 2007, Region One ESC, a TESCCC Partner

Phase III: Plan Simulation

Elements of a CSCOPE Lesson Plan • Lesson Synopsis • TEKS (taught in the lesson) • Getting Ready for Instruction – Performance Indicators – Key Understandings and Guiding Questions – Vocabulary of Instruction – Materials – Resources – Advanced Preparation – Background Information • Instructional Procedures with Teacher Notes • Handouts • Supplemental files for use in instruction, i.e. PowerPoint, Excel Templates, etc.

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Phase III: Plan Simulation

2. Assessing the Plan Phase using the Innovation Configuration Map 50

Brain Break

51

1 Texas 2 Hawaii

Click

3 New York 4 Florida

52 [Digital Images] www.nationalatlas.gov

, July 16, 2007

Idaho

to Begin

Michigan 7 6 Kentucky States STATES

IMPLEMENT

the plan

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Phase IV: Implement

Teachers teach the planned lesson, make note of implementation successes and challenges, and gather the agreed-upon evidence of student learning. Teachers: • Deliver the lesson as planned in the specified time period.

• Record results, especially noting where students struggled and/or where instruction did not achieve expected outcomes.

• Collect the agreed-upon evidence of student learning to take back to the collaborative planning team.

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Putting the PTLC Into Action

First Meeting Phases I-III Study, Select and Plan

phases are completed in a collaborative meeting (usually takes 2-3 hours at first)

Phase IV Implement

Teachers teach the lesson and other staff members observe.

Starting the Cycle

• Provide an orientation to staff • Establish teams – Not too small - not too large – Teams establish norms • Select a starting point – Examine student achievement data – Select a focus (e.g., vocabulary, measurement) • Ensure support – Time – Standards – Scope and sequence – Access to multiple forms of data – Designated, skilled facilitator – Content area expertise 56

Implications for implementing the process 57

Rivers

Nile Missouri Thames Hudson Amazon Mississippi Swanee 58 Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

Things associated with plants

Photosynthesis Foliage Stems Fertilizer Chlorophyll Pollinate Chia pets 59 Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

Things associated with May

May Day Thunderstorms Graduation TV Sweeps Week Memorial Day Cinco de Mayo Flowers 60 Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

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Create your plan

Individually or in teams, complete an action plan that includes action steps for: • Introduction of the PTLC • Implementation • Monitoring • Evaluation Each action step should include: • Timeline • Resources and support needed • Person(s) involved

Share your plan

• Partner with one other team • Share the highlights of your plan • Introducing the plan • Implementing the plan • Monitoring the plan (5 minutes each) 62

Celebrate your Successes

“Win small, win early, and win often.” Gary Hamel “Major change is a process of small wins.” (1995, Kouzes and Posner) Our goals should be “designed to produce short-term wins”. A “steady stream of successes,” will create “the magic of momentum” toward enduring organizational success. (2004, Schmoker) 63

Things associated with PTLC

Implement Facilitator Select Plan Study Collaboration 64

Things associated with today

Guaranteed and Viable Curriculum Nonlinguistic Representation Vertical Alignment Document Professional Learning Community Instructional Focus Document Innovation Configuration Map 65

Summing Up

Reflect on:

3

things you learned or have a fresh perspective on

2

ideas you will share with someone who wasn’t here today

1

action you will take as soon as you return to your school or district 66

Your Journey Has Begun

• Each fall, monarch butterflies in Maine begin an unbelievable journey to a hilltop in Mexico. How do they do it? They focus on the goal, not the difficulties. Each day they take their bearings and set off, allowing their instincts and desire to steer them. They accept what comes; some winds blow them off course, others speed them along. They keep flying until, one day, they arrive.

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Thank You

Your determination makes the difference.

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Resources used in Preparation

Marzano, R. J. (2004).

Building Background Knowledge for Academic Achievement: Research on What Works in Schools

. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Pickering, D. J. (2005).

Alexandria, VA: Association for Supervision and Curriculum Development.

Building Academic Vocabulary.

Marzano, R. (2003).

What works in schools: Translating research into action

. Alexandria, VA: Association for Supervision and Curriculum Development.

Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides / Schmoker, M. (2006).

Results Now

. Alexandria, VA: ASCD. Southwest Educational Development Laboratory. (2006).

Professional Teaching and Learning Cycle: A Facilitator's Guide

. Austin: SEDL. http://www.sedl.org/ws/ptlc.html

© 2007, Region One ESC, a TESCCC Partner 69