Transcript WS4 Ppnt.Writing

Writing for National
Board
Workshop #4
CERRA National Board Candidate Support
Workshop Toolkit
WS4
2010
Expectations….
• Why I’m here today…?
• What I’m expecting to learn…?
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Essential Questions
• How will I know what to write?
• What types of writing are used in the National
Board process?
• How can someone help me think more
purposely and strategically about the work I
have done in the classroom?
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Activity 1
Writing about Teaching:
Say Something
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Say Something
• Work with a partner.
• Both read the designated material, one
paragraph at a time
• Partners “Say Something”
•
•
•
•
•
Question
Brief summary
Key point
Interesting idea
A new connection
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Activity 2
Clear,
Consistent,
Convincing…
Writing for National Board
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Activity 3
Unpacking the Prompts
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Unpacking the Prompts
• All entries are based on the same logical, but
not linear path.
• Begin with descriptions of the class, students
featured, the unit being taught.
• Move through planning and teaching stages
analyzing the choices you and your students
make.
• End with reflection on the content, the
students and yourself.
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Part One:
Instructional Context
• A discussion of what you knew BEFORE you
planned and taught your lesson/unit. (and on
which you based all the subsequent instructional
choices)
• Curriculum
• Students
• Setting
• Instructional context should be different for
each entry.
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Part Two:
Planning for Instruction
• Describe the planning process you used when
designing the highlighted unit of instruction.
• Describe methods, materials and activities you
hope to include.
• Justify each choice based on the information
you presented in the instructional context.
Key Words:
•
•
“For these students at this time”
“…that influenced your…(planning, choice of
materials, etc)…for THIS instruction
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Part Two:
Planning for Instruction
• The reader should feel that your choices are
logical and academically grounded.
• The assessor should be:
• convinced that you know your students well.
• convinced that you know what content to
present.
• convinced that you know the best way to
present the content.
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Part Three:
Analysis of Instruction
Student work, Videotape, Assessment
Analyze your teaching:
• Write about how your activities furthered
student learning (or not).
• How did you probe students’ thinking?
• How did you address misunderstandings?
• Explain why what you did may actually be
different from what you planned to do.
• Explain how well the students understood the
lesson, and how you know.
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Part Three:
Analysis of Instruction
Student work, Videotape, Assessment
You will be asked to analyze:
• student work,
• evidence of student learning,
• your practice as shown on videotape, and
• one or more particular teaching strategies you
chose to use.
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Part Four:
Reflection
• What did you learn about the students, the
curriculum, yourself?
• How will that new knowledge be used?
• What parts of your instruction worked well?
• What evidence supports your conclusions?
• Identify parts of your instruction that could have
been done differently.
• How might you change in the future?
• What results would you expect?
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Your Story Is Told…
•
•
•
•
Clearly,
Consistently and
Convincingly!
Your portfolio entries lead the reader through
your decision making processes so carefully
that he or she is not surprised by a decision,
recommendation or conclusion you make
about your students, your curriculum or
yourself.
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Understanding the Questions
• Questions are written in italics followed by
clarifying questions.
• You must pay attention to, and answer, BOTH!
• The non-italicized portion will be very helpful to
you as you seek to include analysis in your
portfolio.
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A Closer Look
• What are the central features of the three
segments selected for the videotape? Explain
how the three segments support different
aspects of inquiry.
From AYA Science 2002-2003
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A Closer Look
Prompt
What Must I Do?
What are the central features of
the three segments selected for
the videotape?
DESCRIBE my videotape
segments.
Explain how the three segments
support different aspects of the
inquiry process.
ANALYZE the 3 segments and
tell HOW they are related to the
inquiry process.
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Let’s Practice
Prompt
What Must I Do?
Identify what you consider to be the
critical moments or choices you
made during the instruction that
impacted the direction of the lesson.
Describe the events and state why
they were important. Assess how
they impacted discourse.
From EA Math 2002-2003
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Unpacking the Prompts
Example
Prompt
What Must I do?
Finding Evidence
What characteristics of the
selected work samples
demonstrate the students
ability to understand and
interpret text?
ANALYZE student
responses to text
HOW/WHERE is
“understanding”
demonstrated in the
student’s response to the
reading passage? What
different ways could the
text have been interpreted?
What does the student’s
interpretation indicate
about his learning?
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Let’s Practice
• Take a look at one of your student work
entries.
• Spend a few minutes reading the prompts.
• Work on the Unpacking the Prompts handout
(WS4.A3.H1)
• What are you noticing and understanding?
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Activity 4
Coaching Conversations
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Coaching Supports
Candidates
• Coaching pushes candidates’
analytical thinking
• Coaching helps candidates become
more resourceful
• Coaching increases the value of NB
as a professional growth experience
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Coaching Conversation
•
Brett is beginning to work
on Entry 4…..
Use NB Coaching Conversation
WS4.A4.H1
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Coaching Model
• What did you notice about the conversation?
• What did you notice about the roles of
• The facilitator?
• The candidate?
• How is it like or different from ways you have
worked with candidates?
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Feedback
Constructive Feedback IS
Constructive Feedback IS NOT
•
• Coaching
•
• Data
•
• Mediational questions •
Center for Cognitive Coaching, Highlands Ranch, CO
www.cognitivecoaching.com
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Evaluation
Judgment
Personal observation
Inference
Paraphrasing
• Sends important messages:
• I am listening
• I care
• I understand
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Paraphrasing
• Acknowledge & Clarify
•
•
You were concerned that your students….
One activity you planned…
• Summarize & Organize
•
•
So, there are three areas that you …..
First you did….
• Shifting conceptual focus
•
•
A goal for you is….
A belief you hold is…
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Mediating Thinking
With Questions
• Inquiry  Broaden Thinking
• Probing  Focus Thinking
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Characteristics of
Inquiry Questions
• Approachable voice
• Plural forms
•
What strategies did you….?
• Exploratory/tentative language
•
What might be your thoughts about…?
• Positive presuppositions
•
What might be indicators that your plan was
successful?
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Characteristics of
Probing Questions
Probing questions clarify:
•
Generalizations: all, everyone, never, forever
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Rule Words: should, must, can’t have to
•
Vague verbs: make, think, do, feel, know
•
Vague nouns: pronouns: students, they, people
•
Comparisons: better, more interesting, larger
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Effective Questioning
 Pushes candidates to deepen reflection on their
teaching practice
 Facilitates deeper thinking
 Helps candidates reach “aha moments” by
themselves
 Supports candidate in doing his or her own
thinking
 Always remember…
You do not have “the magic answer”!
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Cognitive Coaching SM
Paraphrasing and questioning strategies are
foundational to Cognitive CoachingSM
More information can be found at:
www.cerra.org
www.cognitivecoaching.com
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Paraphrasing & Question
Practice
Try your hand at paraphrasing and forming probing or
inquiry questions with the following mock NB entry:
The concept of angle measurement is quite
abstract and new to my students. I use
hands-on tools so that students can develop a
better understanding of this concept. By using
this approach, I expect my students to be able
to accurately identify, measure, and describe
different angles. I also expect students to find
types of angles in pictures, describe and
measure them.
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Prior to measuring and describing angles the
class worked with the basic geometric
principles of point, line, line segment and
rays. The students also learned to recognize
or create different kinds of lines. This led to
the lesson on angles. In working with types
of lines, students used oak tag paper strips
to create models on their desks, or to hold
up models of different lines.
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After students demonstrated proficiency
they put their paper strips together to
create their angle tools. The video shows
students using the angle tools.
Following our study of angles, students
explored different two-dimensional shapes
and triangles. From there we began to
explore measuring the perimeter and area
of rectangles and squares.
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Workshop Evaluation
Please take a minute to complete the
workshop evaluation form. This will help us
revise each workshop to meet the needs of
National Board candidates.
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More Information
National Board for Professional
Teaching Standards®
www.nbpts.org
1-800-22-TEACH
CERRA
www.cerra.org
1-800-476-2387
School District Liaison:
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