Transcript Slide 1

Student-Centered Coaching Instructional
Design and Assessment
Presented by Diane Sweeney
Author of: Student-Centered Coaching (Corwin, 2010), Student-
Centered Coaching at the Secondary Level (Corwin, 2013), and
Learning Along the Way (Stenhouse, 2003)
Our Learning for Today
Participants will:
• Learn how to design teaching to focus
on mastery of the standards
• Learn how to embed content
standards into daily instruction
• Learn how to embed formative
assessment into daily instruction
• Learn strategies for differentiation of
learning
• Learn how teachers can drive their
own collaboration to meet their
students’ needs
Morning Reflection: How do you approach
planning and instructional design?
In what ways does your planning set you up to meet your
students’ needs? In what ways do you feel challenged to do so?
Please spend 3-5 minutes to write reflectively and share with a
partner.
What is Student-Centered
Instructional Design and Assessment
Formative
Assessment
Learning
Targets
Analysis,
Planning, &
Delivery
StudentCentered
Instruction
1.
2.
3.
4.
5.
How It’s Done
Design learning targets (‘I can’ statements)
Analyze student work against the learning
targets
Plan differentiated instruction based on the
analysis of student work
Deliver differentiated instruction and collect
student evidence during instructional time
Design ways for students to self-assess
against the learning targets
Step 1: Design
Learning Targets
(‘I can’ Statements)
Robotics (MS)
• I can break up the problem visually
• I can develop and explain a step-by-step
plan that includes equations, geometry,
and measurement
• I can work with a partner to develop my
thinking
• I can revise my plan to solve the problem
• I can reflect on how to approach the
problem differently based on what I
learned.
Math (MS)
• I can identify solutions for single
equations
• I can identify methods of solving
equations (graphing, substitution, and
elimination)
• I can recognize the number of solutions
for a system and solve for y
• I can create linear equations with two
variables
Language Arts (ELEM)
• I can select an event from my life to write
about.
• I can establish the situation at the beginning
of the piece.
• I can describe the people or characters in my
writing.
• I can tell the events in an order that makes
sense to my reader.
• I can use words that show how time is
passing (temporal words).
• I can describe what my characters are
thinking, feeling, and doing.
• I can end my piece in an interesting way.
Technology (ELEM)
• I can stick with an app
• I can use different apps to help my learning
• I can keep my hands and fingers clean
• I can swipe and click
• I can open and close apps
• I can take a clear picture
• I can share a picture via email
• I can navigate folders and pages
• I can record my voice
Please read the standard and craft a series
of 5-8 ‘I can’ statements, or learning targets
that you feel summarize what the students
should ‘know and be able to do’.
Step 2: Analyze
Student Work Against
the Learning Targets
We will: Analyze the student work at the
center of your tables to determine where
the students are in relation to the learning
targets.
Learning Targets for 6th Grade Literature
• I can annotate text to capture my
thoughts, questions, and feelings.
• I can identify the main idea of the text.
• I can identify clues, or evidence, that
helped me form the main idea.
Step 3: Plan
Differentiated
Instruction
We will: Use the planner in your
handouts to group students
according to their needs.
Step 4: Deliver
Differentiated
Instruction and
Collect Student
Evidence
Guiding Questions for Planning
• Does the lesson make the students’
thinking visible?
• Does the lesson explicitly connect to the
learning targets?
• Do the students have the opportunity for
feedback and self-evaluation?
• Do the students have opportunities to
engage deeply in what they are learning?
Then, work as a table group to
plan a lesson for the 6th grade LA
students. Be prepared to share
with another group.
Practices to use when collecting student
evidence:
• Create a note-taking sheet with the learning
targets at the top and space to record what
specific students are doing as learners throughout
the lesson.
• Share my coaching notes with the teacher during
our weekly planning meeting.
• Help the teacher design instruction that makes
student learning visible so we can gather a lot of
student evidence. (turn and talks, written work,
group work)
Monitoring Student Learning:
Two Coaches Collecting Student Evidence
Step 5: Design
Ways for Students
to Self-Assess
Against the
Learning Targets
Add quote about power of self evaluation from
Hattie!
Mid Day Reflection: How might this
method of planning and delivery
enable you to design and deliver
differentiated instruction?
Time for
LUNCH!
Teamwork is the ability to
work together toward a
common vision. The
ability to direct individual
accomplishments toward
organizational objectives.
It is the fuel that allows
common people to attain
uncommon results.
Andrew Carnegie
What are the pros/cons to
collaboration?
What are some systems and
structures that make collaboration
worthwhile?
Guiding Principles for Student-Centered
Collaboration
• It’s about student learning.
• Student evidence always informs
instructional planning.
• Norms are set and participants are held
accountable to the norms.
• Protocols provide a clear structure for the
meeting time.
•Ownership is shared among group
members.
Common Structures for Collaboration
• Learning Labs
• PLC’s
• Data Driven Conversations
• Team Meetings
The big question is…
How do we apply the guiding principles
of student-centered collaboration to
these structures?
Developing Collaborative Structures
Read through the protocols and processes for
collaboration on pages 7-8 in your handouts.
Choose one of the following areas to explore:
• Data Driven Conversations
• Learning Labs
• PLC’s
Developing Collaborative Structures
Process
Time
Form groups no larger than 4 people. Choose a facilitator.
Identify a group member who will share a goal around
developing collaborative structures in their school. The goal is
shared in future tense to thoroughly describe what it looks like,
sounds like, and feels like to accomplish the stated goal.
Participants then work together to brainstorm steps that can
be taken to support the stated goal. The group member who
shared the goal, does not respond but rather listens and takes
notes.
The group member who shared the goal responds to the
following questions:
 How did your vision change as a result of the conversation?
 What are some next steps that you plan to take?
 Who else in your school will you engage in the process?
Why and how?
2 minutes
4 minutes
12 minutes
12 minutes
How do you plan to apply what
was learned today? What
questions do you still have?
Thank you and keep in touch!
If you would like more information, feel free to
visit www.dianesweeney.com to read our blog
or explore our resources and videos.
Email us: [email protected].
Tweet me: @SweeneyDiane