Transcript CKEC ELA Netw

CKEC ELA Network
Meeting
September 27th 2012
Welcome back!
Norms for Professional Learning
Ask
Questions &
Engage Fully
Open your mind
to diverse views
Utilize your
learning
Rule of two feet; please silent cell phones;
return from breaks promptly
Who’s on your facilitation team?
 MK Hardaway, KDE Literacy Consultant
 Marci Haydon, Instructional Coach at Old
Kentucky Home Middle School
 Les Burns, Associate Professor of
Curriculum and Instruction at UK
 Lisa King, CKSEC Literacy
Consultant
Shameless Plug
 [email protected]
Learning Target
I can use careful planning to
improve instruction in order to
be a more effective teacher and
leader.
Brainstorm
What do you do when you plan?
What do you think about and
consider?
Today’s Guiding Questions
1. What do you do when you plan?
2. What format/basis do you use for
planning?
3. What text(s)?
4. What strategies?
5. How do you know it’s effective?
What strategies?
Instructional
Strategies & the
Role of Co-teaching
Improving Instruction in
Order to be a More Effective
Teacher and Leader
What does a lesson plan
HAVE to have in order to
help students succeed?
1.
2.
Commit and Toss (5 minutes)
a.
List elements you think are essential to a “good” lesson plan
b.
Crumple it up and toss it to someone at the next table
Quick Write (5 minutes)
a.
3.
Choose one response, read it, expand and/or clarify.
Think/Pair/Share (5 minutes)
a.
Exchange with your neighbor, read, and discuss.
b.
Add details if needed, and be ready to share with the whole group.
Lesson Plans as “Design Thinking”
 Asking questions
 Collecting information (Data! Data?)
 Empathizing (relevance)
 Prototyping
 Gathering feedback
 Re-designing (sometimes DURING the process,
sometimes AFTER)
 Assessment and Iteration: Recursive design
 From Dr. John Nash, University of Kentucky
Why Do “Research-Based”
Instructional Strategies Matter?
 Senate Bill 1 – “Research-based instructional strategies”
 Specific, systematic approaches for teaching, organizing classrooms,
engaging students, and assessing their learning
 Documented via scientific research (e.g., CHETL)
 So what? What does this REALLY mean to ME in MY classroom and OUR school?
Existing Design Tools
 KTIP Format
 ACT Quality Core
 School-level templates
 Model Texts
 Target-ActivityAssessment
 EOC assessments
 Question Banks
 LDC Templates/Ladders
 Springboard/AP
 CHETL
 Laying the Foundations
 CASL
 Other Paced, structured,
and/or prescribed
curriculum
Are Sweet Dreams Made of These?
Or
If I Had a Hammer….
 Tools
 You can use them
 You can get used by them
 Standardization
 Innovation
 Balance via teacher decision making

Grounded in research

Research-based instruction

Classroom/student data
Formative Assessments as
Scaffolding
 Learning the Curves
 The Bell Curve
 “Normal” or “Positive”?
 The ultimate purposes of formative assessments –
 Data-driven Teaching….
 A plan is a guide, not a recipe!
 Sequencing routines and tasks to maximize student success
Sequencing Learning Tasks
Formative Assessment for
Learning Target 1
Formative Assessment
for Learning Target 2
Formative Assessment for
Learning Target 3
Summative
Assessment
(lesson or
unit level)
You Got This:
Common Scaffolding Frames
 3 E’s Method:
 Enter
 The Hunter Model:
 Objective
 Explore
 Expand
 Gateway
 Instruction
 The Pronoun Method:
 Practice
 I (direct instruction)
 Assessment
 We (large group collab.)
 Rinse and Repeat
 You (small group collab.)
 You 1 (indiv. practice)
 We 2 (group review)
 You 1 (indiv. assessment)
Why Does This Matter?
One Scientific Approach:

The Engagement Perspective: 6 Conditions
1.
Clear learning goals for students
a.
Routines and “cognitive load”
b.
Taking out the guess-work
1.
Explicit strategy instruction and practice
2.
Variety and Choice within structure
a.
A Note about “Relevance” – Relevance to what/whom?
3.
Collaboration opportunities
4.
Real-world interactions
5.
Teacher caring and high expectations
 .80 Correlation with Increased Student Achievement
 Almost perfect! 
Scaffolded Lesson Plans
 Can last more than 1 day
 1-2 learning targets at a time
 Are implemented via relevant
learning tasks
 (Formative assessments)
 Explicitly linked to past
content, practice, and
discussion
 Introduce new content (via
inquiry and/or direct
instruction)
 Use clear, explicit,
purposefully chosen teaching
strategies
 Highlight student use of
concepts and skills
 Summative assessment can
be at end of lesson and/or
end of unit
 Sequenced in some logical
way and explicit to students
Strategies for Writing Instruction
Review of Writing Next
(Graham & Perrin, 2007)
 Teaching adolescents strategies for planning, revising, and editing
their compositions has shown a dramatic effect on the quality of
students’ writing.
 Strategy instruction involves explicitly and systematically teaching
steps necessary for planning, revising, and/or editing text
(Graham, 2006).
Proven Strategies for Improving
Student Writing
1. Strategy instruction (Effect Size = 0.82)
2. Summarization (Effect Size = 0.82)
3. Collaborative writing (Effect Size = 0.75)
4. Specific product goals (Effect Size = 0.70)
5. Word processing (Effect Size = 0.55)
6. Sentence combining (Effect Size = 0.50)
7. Pre-writing (Effect Size = 0.32)
8. Inquiry activities (Effect Size = 0.32)
9. Writing process (Effect Size = 0.32)
10. Models (Effect Size = 0.25)
11. Grammar Instruction?
 The Writing First authors found a statistically significant
effect for grammar instruction for students across all
ability groups
 The effect was negative.
 Indicates that traditional grammar instruction is does not
improve students’ writing. It prevents improvement.
What Works for You? An Idea
Exchange
1. Describe a lesson you have taught that you believe
was scaffolded well. What made it work?
a) Instructional Strategies?
b) Routines?
c) Relevant or engaging resources?
d) Sequencing?
e) Other
2. Reflect and Revise:
1. How will you use information to refine your LDC ladders
and tasks?
2. How do these techniques and strategies align with CHETL?
Scaffolding Instruction with
Coteaching Models
One Teach/One Assist
Shadowing
Co-Teaching
Eight
Models
Co-Teaching
Approaches
One Teach/One Assist
Shadowing
Speak/Add
+
______________________
Co-Teaching
8
Models
Co-Teaching
Lead and Support
One Teach/One Observe
Approaches
Speak/Chart
One Teach/One Assist
Shadowing
Speak/Add
+
Speak/Chart
_____________________
______________________
Co-Teaching
8
Models
Co-Teaching
Lead and Support
One Teach/One Observe
Approaches
Skill Groups
One Teach/One Assist
Shadowing
Speak/Add
+
Speak/Chart
_____________________
______________________
Co-Teaching
8
Models
Co-Teaching
Lead and Support
One Teach/One Observe
_______________________
Alternative Teaching
Approaches
Skill Groups
One Teach/One Assist
Shadowing
Speak/Add
+
Speak/Chart
_____________________
______________________
Co-Teaching
8
Models
Co-Teaching
Lead and Support
Approaches
Skill Groups
One Teach/One Observe
_______________________
Alternative Teaching
__________________________
Station Teaching
One Teach/One Assist
Shadowing
Speak/Add
+
Speak/Chart
_____________________
______________________
Co-Teaching
8
Models
Co-Teaching
Lead and Support
Approaches
Skill Groups
One Teach/One Observe
_______________________
Alternative Teaching
__________________________
Station Teaching
______________________
Parallel Teaching
“Who’s role is it anyway?”
Using Coteaching with the
Instructional Ladder
With an elbow partner:
 Look at your instructional ladder.
 Select one whole group coteaching model and one small
group coteaching model.
 When on the instructional ladder would you use the
model/ with which strategy?
 Share your decisions at your table.
How will what you just heard
about scaffolding and coteaching
impact your teaching during the
LDC module?
Strategies for Complex Text
www.textproject.org/text-matters
Create Connections
 Use videos, poems, analogies, student interests
 Set a purpose for reading
 Anticipation Guide
 Turning Headings into questions
 Give students a way to organize knowledge
 T-chart
 Guided Notes
 Story or Concept Map
 Connect them to additional sources on the same subject
 Opportunities for sharing their knowledge
Activate Their Passion
Choice
Topics
Three or more books on a
topic
Develop Vocabulary
 90% of words in text come from 4,00 word families
 10% are unique words
 Network of words that kids know
 Explicit instruction in Content areas
 Narrative text more difficult
Word Reminders
 Words you already know
 Words you can picture
 Word meaning families
 Word part family
 Word Changes
 Word Summary
Exceptional Expressions for
Everyday Events= E4
Follow-Up questions
How is listening different from
hearing?
What are some things we can do to
help others listen to our ideas?
Instructional ideas
 Weekly focus word and word cluster
 Word features weekly
 Time to apply the words
 Intensity
 Ask----------------Interrogate
 Question, inquire, interview, quiz and probe
 Can I draw it? Courageous
 Describe it in a sentence
 7up sentences
Increase Volume and Build
Stamina
7 Minute Challenge
Reading Stamina
“Students who fail to attain
national standards, can read
but don’t have the rigorous
reading habits needed tor
read long text or to
remember and transfer
learning from one text to
another.”
Accessible Text!!
BREAK
10:30-10:40
How do you know it’s effective?
 Characteristics of Highly
Effective Teaching and
Learning (CHETL) &
Professional Growth and
Effectiveness System
(PGES)
CHETL
Learning Climate
Classroom Assessment and
Reflection
Instructional Rigor and Student
Engagement
Instructional Relevance
Knowledge of Content
PGES
Professional
Growth and
Effectiveness
System
Timeline for Teacher and Principal
Professional Growth and Effectiveness System
Phase 1
(2011-2012)
Field Test
Phase 2
(2012-2013)
Extended
Field Test
• 54 participating
districts identified
• Districts trained
and implement
field test protocols
• Multiple measures
of effectiveness
defined
• 54 Districts
trained in and
implement
protocols
• Districts
participate in
regional status
meetings
• Districts
participate in
regional field test
status meetings
• Teacher/Leader
Feedback collected
• Gathering and
collecting data to
inform the system
requirements
• Feedback and
revisions
Phase 3
(2013 & Beyond)
Statewide Pilot &
Implementation
• Statewide training
• Statewide system
implementation
• Collect baseline
data
• Gathering and
collecting data to
inform the system
requirements
2015
• Full accountability
in Spring 2015 51
Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
Professional Growth
Self Reflection
All measures are
supported through
evidence.
Student Voice
Student Growth
Domains
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
5. Student Growth
Focus on planning: Domain 1
 1a Demonstrating Knowledge of
Content/Pedagogy
 1b Demonstrating Knowledge of Students
 1c Setting Instructional Outcomes
 1d Demonstrating Knowledge of Resources
 1e Designing Coherent Instruction
 1f Designing Student Assessment
Domain 1 Activity
 Each participant will receive a vignette
 Read your vignette
 Decide which component from “Planning
and Preparation” matches the teacher’s
behavior in the vignette
Domain 1 Activity
 Discuss in the group what component you
picked and why
 Compare your component with the CHETL
document and decide which characteristic(s)
match your component
 Be ready to share your information with your
table group
Answers
1) 1c: Setting Instructional
Outcomes: clarity
2) 1f: Designing Student
Assessments: criteria and
standards
3) 1e: Designing Coherent
Instruction: lesson and
unit structure
4) 1d: Demonstrating
Knowledge of Resources:
resources for classroom
use
5) 1e: Designing Coherent
Instruction: learning
activities
6) 1b: Knowledge of
Students: knowledge of
students’ interests and
cultural heritage
7) 1d: Demonstrating
Knowledge of Resources:
resources for students
Answers
8) 1a: Demonstrating
Knowledge of Content
and Pedagogy:
knowledge of
prerequisite
relationships
9) 1b: Knowledge of
Students: knowledge of
students’ skills,
knowledge, and
language proficiency
1e: Designing
Coherent Instruction:
instructional groups
10) 1f: Designing Student
Assessments: design of
formative assessments
11) 1c: Setting
Instructional Outcomes:
value, sequence, and
alignment
12) 1a: Demonstrating
Knowledge of Content and
Pedagogy: knowledge of
content and the structure
of the discipline,
knowledge of pedagogy
Resource Sharing
In grade level
groups, take
a few minutes
to share the
resources you
brought
Lunch
11:50- 12:35
What text(s)?
Text
complexity
Text Complexity
 “The research shows that while the
complexity of reading demands for
college, career, and citizenship have
held steady or risen over the past half
century, the complexity of texts
students are exposed to has steadily
decreased in that same interval.”
From “Supplemental Information for Appendix A of the Common
Core Standards for English Language Arts and Literacy: New
Research on Text Complexity” available at
www.commoncore.org
Text Complexity Pyramid
Text Complexity Pyramid
Quantitative
measures:
readability and
other scores of
text complexity
often best
measured by
computer
software
Text Complexity Pyramid
Qualitative
measures: levels
of meaning,
structure, language
conventionality and
clarity, and
knowledge
demands often best
measured by an
attentive human
reader
Text Complexity Pyramid
Reader and Task
considerations:
background
knowledge of
reader, motivation,
interests, and
complexity
generated by tasks
assigned often best
made by educators
employing their
professional
judgment
Steps for
Determining Text Complexity
1. Determine the quantitative
measures of the text
2. Analyze the qualitative
measures of the text
3. Reflect upon the reader and task
considerations
4. Recommend placement in the
appropriate text complexity band
Finding Text
Complexity:
To Kill a
Mockingbird
Step 1: Quantitative
Measures
Find a Book Kentucky
www.lexile.com/fab/ky
Step 1: Quantitative
Measures
Step 1: Quantitative
Measures
ATOS level from Renaissance Learning
www.arbookfind.com
Step 1: Quantitative
Measures
ATOS 8.6
6th – 8th band
Common
Core Band
ATOS
Degrees of
Reading
Power ®
2nd - 3rd
2.75 - 5.14
42 – 54
4th – 5th
4.97 – 7.03
6th – 8th
9th – 10th
Lexile 870
4th – 5th band
FleschKincaid
Reading
Maturity
SourceRater
1.98 - 5.34
The Lexile
Framework
®
420 - 820
3.53 - 6.13
0.05 - 2.48
52 – 60
4.51 – 7.73
740 – 1010
5.42 – 7.92
0.84 – 5.75
7.00 – 9.98
57 – 67
6.51 – 10.34 925 – 1185
7.04 – 9.57
4.11 – 10.66
9.67 – 12.01
62 – 72
8.32 – 12.12 1050 – 1335 8.41 – 10.81
9.02 – 13.93
11th – CCR 11.20 – 14.10
67 – 74
10.34 – 14.2 1185 – 1385 9.57 – 12.00
12.30 – 14.50
Step 2: Qualitative
Measures
Step 2: Qualitative
Measures
Using
qualitative
analysis,
the book
falls in the
middle high
range,
which
would be
grade band
9-10.
Step 3: Reader and Task
Concerns
Open-ended questions
No single, correct
answers
Questions help teachers
think through the
implications of using a
particular text in the
classroom
Step 4: Determine Text
Complexity Band
ATOS level 8.6
6th – 8th grade band
Lexile 870
4th – 5th grade band
Qualitative Rubric analysis result
Middle High
9th – 10th grade band
Reader and Task Concerns (theme,
maturity of reader) along with
findings above make this text
suitable for the 9th – 10th grade band
TRY IT: With the text you
brought today, go through the
4-step process to determine
text complexity.
What format/basis do you use for
planning?
Literacy Design
Collaborative (LDC)
Work Time
Give
me
an
Pre and Post Assessments
 Pre and post assessments can be the same
 They are on-demand- like assessments with
texts and prompts similar to what the module
instructs
 They can help us think about common
assessments and local growth
 This is using writing as an authentic
assessment rather than generic on-demand
practice
Example
 Here’s the post assessment from the Thiebe’s
Economics module on pages 68 and 79 of
your guidebook


Example
 Task: Immigration is a complex and
heated issue in the United States. What
does it mean to be an American? After
reading "Quilt of a Country," "Quilts,"
"Letters from an American Farmer" and
student selected texts for research, write
a speech that addresses the question
and support your position with evidence
from the text(s).
Example
For the module pre-assessment, use
article "Deported from America" and
have students respond to the
following prompt: After reading the
article, argue whether or not the
current immigration law is in the
best interest of the United States.
Be sure to use evidence from the
article to support your stance.
Example
 Post assessment from the One Nation
module: After reading Edward Hudgins’s
“What is an American?” write an essay that
explains why Hudgins’s assertion is accurate
or not and support your position with
evidence from the text. According to the
passage. “An American is anyone who
understands that to achieve the best in life
requires action, exertion, effort.” Take a
position on this definition. Be sure to
acknowledge competing views. Give
examples from past or current events or
issues to illustrate and clarify your position.
As You Work Today…
With the tasks you’re working on
today, think about a pre and/or post
assessment you might use
Choose a Station:
Differentiating the instructional
ladder
New teacher
orientation/summer slump
refresher course
Work time
Learning Target
I can use careful planning to
improve instruction in order to
be a more effective teacher and
leader.
Reflection
What are your strengths and
areas of growth related to what
we have done today?
As a teacher leader, what is
your role back in your
district?
Next Steps
Our next meeting is November 29th
Bring binders and all of today’s
handouts, as well as a semicomplete module
If you have lingering questions, post
to the parking lot or email me at
[email protected]
Please complete your evaluation
before you leave